Professional Documents
Culture Documents
Funds-in-Trust
United Nations
Educational, Scientific and
Cultural Organization
on
Case Studies
Integrating
Education
ICT into
Curriculum
Teacher
in
Asia
Case Studies on
Integrating ICT into
Teacher Education Curriculum
in Asia
UNESCO 2013
All rights reserved
The designations employed and the presentation of material throughout this publication do not imply the
expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country,
territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries.
The authors are responsible for the choice and the presentation of the facts contained in this
book and for the opinions expressed therein, which are not necessarily those of UNESCO and
do not commit the Organization.
UNESCO Bangkok is committed to widely disseminating information and to this end welcomes
enquiries for reprints, adaptations, republishing or translating this or other publications. Please
contact ikm.bgk@unesco.org for further information.
APE/12/004-E
CONTENTS
FOREWORD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
VII
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Institutional
background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 ICT-related
course/curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Outcomes:
benefits and challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Conclusion and
further implications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Appendix
1: Survey questionnaire on application of education in technology courses during
practice teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
ICT FOR MEANINGFUL LEARNING (SINGAPORE) . . . . . . . . . . . . . . . . . . . .
55
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Institutional
context/background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 ICT-related
course/curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Outcomes:
benefits and challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Conclusion and
further implications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
APPLICATION OF ICT IN TEACHING AND LEARNING, DEPARTMENT OF INNOVATION
FOREWORD
Information and communications technology (ICT) holds promise in providing not only
anywhere and anytime access to knowledge, but also equal opportunities for networking
and communications that allow knowledge sharing, participation, and lifelong learning. In
realization of the huge potentials of ICT in education, governments have heavily invested
on developing their respective ICT in Education Plans and on bringing various ICT
equipment and resources into schools. Alongside these investments, the role and capacity
of teachers have become more critical than ever the challenge is how to enable teachers
not only to overcome the technology barriers but also to empower them to integrate
appropriate technology into the teaching and learning process.
As UNESCO Director-General Irina Bokova emphasized, Technology can be a powerful
education multiplier, but we must know how to use it. It is not enough to install technology into
classrooms it must be integrated into learning. Nothing can substitute for a good teacher. It is
not technology itself that empowers people empowerment comes from skills and knowledge. 1
It is within this context that the two phases of the Next Generation of Teachers Project (Next
Gen) funded by Japan Funds-in-Trust (JFIT), were implemented. The Project was designed to
build the institutional capacity of teacher education institutions (TEIs) and Ministries of
Education in 15 countries from the Asia-Pacific region in designing and providing training
courses on ICT-pedagogy integration, thereby preparing the next generation of teachers to
enhance the process of teaching and learning by utilizing ICT judiciously in the classroom. 2 This
was done through 1) engaging Deans and TEI faculty members in planning and creating an ICTbased teacher training environment, 2) guiding TEIs in their curriculum review and development
of ICT-related education courses, 3) implementing capacity building workshops for teacher
educators on designing, providing and managing teacher training activities on ICT-pedagogy
integration, and 4) tapping the TEI network to serve as Resource Centres to ensure that
publications (books and CDs) of UNESCO Bangkok reach the target audience.
In addition, the Facilitating Effective ICT-Pedagogy Integration Project, funded by Korean Fundsin-Trust (KFIT), aimed to create an enabling environment for student-centered use of ICT
through Project-Based Learning and Telecollaobration. From 2010 to 2012, UNESCO Bangkok
was able to train and guide teachers and teacher educators from 155 schools and over 25 TEIs
in seven countries on designing, implementing, monitoring and assessing collaborative projects.
Subsequently, the Project was also able to establish and strengthen partnerships among these
country-level TEIs and local schools that have proven to be mutually beneficial. Along the same
line, the KFIT International School Project (KISP) was implemented to provide at least 200
teacher educators, teachers, and students from six countries an opportunity to expand their
boundaries and collaborate with other groups internationally. These interdisciplinary and intercultural projects have been showcased and documented as innovative practices in various
regional fora and serve as implementation cases for the Regional Guide on Project-Based
Learning and Telecollaboration that TEIs and schools can use in designing lessons that
effectively integrate ICT in teaching and learning.
1 Speech given during the Opening Ceremonies of the Asia Pacific Ministerial Forum on ICT in Education 2012.
2 Next
Gen
Scaling-Up
Programme.
http://www.unescobkk.org/education/ict/ict-in-educationprojects/training-of-teachers/next-generation-of-teachers-project/next-genscaling-up-programme/
retrieved from the UNESCO Bangkok website, 10 August 2011.
In support of these efforts, UNESCO Bangkok has gathered case studies of pre-service
teacher education programmes designed and implemented by TEIs from seven (7)
countries, namely Australia, China, Republic of Korea, Philippines, Singapore,
Thailand, and Viet Nam. These Education Technology courses are meant to equip preservice teachers with the relevant knowledge, skills, and tools to appropriately and
effectively use ICT in enhancing the learning experiences among students.
We hope that this collection of courses, with varying treatments and focus areas, will
provide readers with sufficient background and motivation to pilot or enhance their
respective teacher education curriculum to better equip the next generation of teachers.
Gwang-Jo Kim
Director
UNESCO Bangkok
vi
INTRODUCTION
Each of the seven collated case studies involved a teacher-education course in Educational
Technology, more specifically, an ICT-related course for pre-service teachers as well as for
the retraining of teachers. The collection presents differences and similarities in the
approaches taken in preparing student teachers in the use of ICT for teaching and learning.
The cases show diverse perceptions across institutions on when and how to integrate ICT in the
teacher education curriculum. For example, the ICT-related course is a first year compulsory
course for Edith Cowan University Australia and for Thailands Rajabhat Mahasarakham
University, but is an elective course for Korea National University of Education where preservice teachers can sign up for the course any time. The other countries have their pre-service
teachers signing up for similar courses at different levels of the programme.
All the case studies reported that they provided lecturers with opportunities to work on and try
out the revised curriculum and relevant courses within the respective institutions. As these
efforts are seen by the institution to be a testing of ideas, it is not surprising that most of the
cases captured only a class or section of the pre-service teacher programme for the study.
While all participating countries attest to the rapid advancements in technology and the
ever burgeoning number of software applications, it is evident from the cases that preservice teachers can function well when they collaborate amongst themselves and do
proper simulations and, if possible, apply their knowledge and skills in authentic situations.
vii
Korea National University of Education selected one class to try out a variation of its long
running Theory and Practice for Instructional Media Development course. The course focuses
on the development of visual, audio, video, animation materials for various presentation modes
including games or online delivery. Using a wide variety of software and freeware, the preservice teachers can further improve their skills in technology integration. The case study
showcases the various benefits and transformational outcomes among pre-service teachers in
the areas of appreciation, comprehension, and attitudes or values for technology integration in
teaching. The 2-credit course, upon reflection, is considered heavy and thus the instructor had
adjusted the assessment to commensurate with the teaching-learning demands.
The Mindanao State University-Iligan Institute of Technology of the Philippines developed and
nurtured two Educational Technology courses for third year trainee teachers. For their course
application, they were immersed in actual classroom situations to apply their newly acquired skills
and to test out their portfolios in practical teaching. The case likewise discussed the trial approach of
having in-service teachers mentor pre-service teachers for these classroom sessions. Results of the
experience showed that further study needs to be done to enhance the pre-service teachers and inservice teachers mentor/mentee collaborations to maximize mutual benefits.
Singapores National Institute of Education offered its course ICT for Meaningful Learning
for the case study. Encompassing concepts of meaningful learning, cyberwellness, and
technology-enhanced learning, pre-service teachers have to present the collaborative
group projects that they developed in the form of Lesson Packages, along with lesson
plans and their justifications for selecting specific learning tools and technologies.
Thailands Rajabhat Mahasarakham University offered the required course Innovation and
Information Technology for Education that trains first year students on the applications of
ICT in teaching and learning through various Internet/Web resources and applications. The
course is taught entirely through a campus-wide network through which students access
content, collaborate on learning, and in e-discussions monitored by course conductors as
the course proceeds. Students may also meet face-to-face in their interactions and
collaborations. One of the projects requires groups of four students to present their final
assignment through the net. This first year course attempts to equip students for
subsequent courses that may be more and more digitalized.
Viet Nams Hanoi National University of Education case study focuses on a course
Applying ICT in Biology Education using a blended learning model in which face-to-face
training is supported with online learning via NiceNet. The course taps the power of shared
inquiry and group work, in an ICT-rich blended learning modality. It presents a concrete
example of a conversion of what is a squarely and effectively science teaching, into a smart
and fun way of science teaching. The 340 pre-service teachers had activities involving,
amongst others, mining the Internet, creating multimedia resources, using video-production
software, and integrating ICT into contents to improve instruction and learning.
Conclusion
All in all, the cases demonstrated the viability of tweaking existing Education Technology courses to
be more adaptive to the needs of the current realities towards better integration of contents with ICT
and their subsequent application in real world environments. The case studies in this collection are
worthwhile considerations for any institution to explore beyond the cases outcomes
viii
for their own requirements. It must be noted that the prevalence of web contents had impinged on the
need for changes and responses in curriculum design and revamp. Institutions need to proceed with
caution and determination as burgeoning contents and applications demand that educators and
institutions be more circumspect of their choices and solutions in the digital world.
ix
Abstract
It is a challenge for teacher educators to shift pre-service teachers away from traditional
pedagogical beliefs towards constructivist approaches in an ICT-enhanced learning environment
(Lim & Chan, 2007). At Edith Cowan University, an ICT-infused course in the Bachelor of
Education (K-7) programme provided pre-service teacher with opportunities to adopt
constructivist instructional approaches in the design of multimedia learning packages and in the
documentation of their experiences in schools. This paper examines the development and
implementation of the course. The course aimed to enhance pre-service teachers confidence in
developing ICT-based learning packages based on constructivist principles, and to provide them
with a better understanding of how ICT might be used to enhance teaching and learning.
1. Institutional context/background
1.1 Introduction to the school of education at Edith Cowan
University
The School of Education at Edith Cowan University (ECU) has been the major provider of
teacher education in Western Australia for over 100 years. Today the school is widely
recognized for having incorporated innovative technological and pedagogical practices into
its teacher education programmes. School graduates are recognized for their ability to
combine theoretical knowledge of education and management with the practical
competencies required of a teacher or a school leader. As a large and well-established
teacher education provider, the school has excellent facilities and offers a wide range of
specializations. It continually updates its programmes by drawing upon solid research.
The school offers various pathways to become a teacher. Its Bachelor of Education and
graduate Diploma of Education programmes are offered in three campuses Mount Lawley,
Joondalup and Bunbury. In the Bachelor of Education programme, the pathways are Early
Childhood Studies, Primary, K-7, and Primary to Middle. In the Graduate Diploma of
Education programme, the school offers pathways in Early Childhood Studies, Primary and
Secondary education. The secondary education course includes specializations such as
Design and Technology, Digital Media, Drama, English, Home Economics, Mathematics,
Music, Physical Education, Science, Social Science and Visual Arts. Minors are available in
the same specializations and in Catholic Education, Dance, and Health. Since 2010, all of
these programmes are offered in either on-campus or residency mode. On-campus mode
provides for classes on campus and practicum in schools. Students undertaking the
residency mode spend the majority of their time in schools under the mentorship of
experienced teachers, and their remaining time on campus.
A series of learning tasks has been developed in which ECU provides pre-service
teachers with opportunities to adopt constructivist teaching and learning approaches in
the design of multimedia learning packages and the documentation of their
experiences in schools. ECU is aware that pre-service teacher education programmes
play a crucial role in preparing quality teachers and it grooms student-teachers to be
change agents, role models and ICT champions in schools. This paper documents the
development and implementation of one course, Learning with Technology (ICT1100),
a core course in the Bachelor of Education (K-7) programme.
Two key challenges in designing an educational technology course are the diversity of ICT
competencies among pre-service teachers and their lack of pedagogical knowledge and
strategies to use ICT. Students who are more ICT competent may become bored when too
much time is spent on basic ICT-related instruction and may perceive that they are already
capable of using ICT effectively for teaching and learning. Students with lower competence
in ICT may give up if not enough instruction is given and may then lack the confidence to
use ICT in classrooms. To cater to the diverse needs of pre-service teachers there is a need
for educational technology courses to create a meaningful context that allows participants to
critically examine their own pedagogical beliefs and explore the application of ICT in a more
constructivist learning environment.
2. ICT-related course/curriculum
The author had experience teaching the Learning with Technology (ICT1100) course in 2006. The
course had an intake of some 200 first-year students from a variety of backgrounds, including fresh
high school graduates, high school graduates with a few months of teaching experience, and high
school graduates with non-teaching work experience. The course ran over 36 hours (over one
semester and for 12 credit units) and aimed to acquaint students with the art and
science of integrating ICT into their learning and teaching practices. At the end of the
course, the pre-service teachers were expected to be able to:
Demonstrate competent use of common ICT tools such as word processors, presentation
packages, mind-mapping tools, spreadsheets, the Internet and communication
technologies such as email and web browsers, and basic digital video equipment
Employ a range of ICT tools in the planning and implementation of teaching and
learning activities across the curriculum
Identify and explain the significant issues related to the implementation of ICT in
learning environments.
Faculty/School:
School of Education
Programme:
Bachelor of Education (K-7) 2007
Cummins, J. and Sayers D. 1997. Brave new schools: Challenging cultural illiteracy through global learning
networks. New York: St Martins Press.
Curriculum Corporation. 1998. Linking the learning areas: Technology education. Carlton, VIC: Author.
Fleer, M. and Jane, B. 1999. Technology for children: Developing your own approach. Sydney: Prentice
Hall. King, T. (Ed). 1997. Technology in the classroom: A collection of articles. Cheltenham, VIC: Hawker
Brownlow. Knapp, L. R. 1996. Restructuring schools with technology. Boston: Allyn and Bacon.
Roblyer, M. D. 2000. Ten first steps on the Internet: A learning journey for teachers. Upper Saddle River, N.J : Merrill.
Roblyer, M. D. and Edwards, J. 2000. Integrating educational technology into teaching. Upper Saddle River, N.J: Merill.
Ross, T. W. and Bailey, D. B. 1997. Technology-based learning: A handbook for teachers and technology
leaders. Cheltenham, VIC: Hawker Brownlow.
Serials and journals:
Educational
Computing
and
Technology Educational Technology
Electronic Learning
Information Technology in Childhood Education Annual
Journal of Computing in Childhood Education
Journal of Educational Computing Research
Journal of Educational Technology
Learning
and
Leading
with
Technology Technology and Learning
Websites:
ActivatED:
Online
Education
Resource
for
Teachers
in
the
ACT:
http://activated.det.act.gov.au/learning/elt.htm Advancing Education through ICT: http://www.naace.org
Training,
WA):
New
Technologies:
Instructional strategies
Lecture
Delivery modes
Face-to-Face and Online Video and
Resources
Learning and ICT School-based Activities,
Hands-on, Data Gathering, Use Face-to-Face with Online Sharing
Workshop and Discussion of ICT Tools
Ethics and
Mass Lecture
Lecture
Face-to-Face and Online Video and
Copyright
Resources
Design Principles Workshop- and School-based Hands-on, Constructing of
Face-to-Face and Online Video and
Activities
Websites, Development of
Resources
Resources
Evaluating Digital Workshop- and School-based Hands-on, Problem- and Case- Face-to-Face and Online Video and
Resources
Activities
based Learning
Resources
Global Learning Mass Lecture and Workshop- Lecture and Hands-On
Face-to-Face and Online Video and
Tools
based Activities
Resources
Management of Mass Lecture and School- Lecture and Data-Collection and Face-to-Face and Online Video and
ICT Tools
based Activities
Observations in School
Resources
2.2.9 Course assessment
Categories
Description
Weight (percentage)
Note (if any)
Research on a
Multimedia Group
40%
Professional knowledge
Significant ICT
Presentation (20%)
Use of ICT to present and
Issue
Individual Blog Summary
structure ideas
(20%)
Ability to work in and contribute
to group task
Wider reading and referencing
skills
School-based
ICT-based School Project
60%
Professional knowledge applied
Project and
(30%)
to school project
Website
Management of school-based
Website Structure and Design
project
(10%)
Use of ICT to present ideas in
Management of Schoolwebsite
based Project (10%)
Software
and hardware
Software and Hardware
competencies in context
Competency (10%)
Total
100%
The course also included a range of soft scaffolding strategies that provided the pre-service
teachers with both learning and teaching models to support their development as a teacher.
Exemplars of previous pre-service teachers assignments were shared during lectures and
workshops. Additionally, the various teaching and learning strategies used during the
lectures and workshops (such as explanation, modelling, peer-tutoring and generative
teaching strategies) were frequently focused upon as teaching points. As such, the actual
strategies employed by the teacher educators in the course became a set of resources for
the pre-service students to draw upon during their practicum experiences.
The various hard and soft scaffolding examples were designed to support the pre-service
teachers to build upon their current skills and knowledge, and to provide solid examples
and frameworks on which to base their own analyses, observations, and documentation of
practical teaching and learning strategies during their practicum experiences.
instruction by tutors and the peer-mentor pre-service teachers. Instead of being offered as remedial
classes, the workshops provided opportunities to develop a community of practice and a community
of learners who were working together to improve each others skills. The workshops content was
drawn from the pre-service teachers requirements and included topics such as electronic file
management, practical use of educational technology (digital cameras, video cameras, moviemaking software), project management, and procedures for downloading files safely from online
sources. The teaching and peer-mentoring processes employed were also transferred to the regular
weekly workshops, which enabled the peer-mentors to further develop their teaching skills while
allowing their less skilled colleagues to gain from the experience.
The design of the school-based task was driven by the need to create a purposeful learning
experience which took place over a 4-6 week period and which utilized the available
resources at the school. Guidance was provided by tutors, resource materials and through
advice from previous students about how to design, implement, and evaluate the project.
Examples of school projects designed by the pre-service teachers included the production
of electronic school newsletters, electronic storybooks, video and audio interviews,
animations which portrayed health and safety issues, electronic documentation of science
projects and online publishing of childrens stories, poems, and creative writing.
In many reported cases, the pre-service teachers also assisted some of the school
teaching staff to extend their ICT expertise.
reflective journals, school projects and related artifacts and collection of products to
demonstrate students ICT competencies. Although the projects might be considered by many
as a form of summative assessment, the emphasis on the process of development provided a
good balance between summative and formative assessment. Formal and informal progress
reports were integrated into the course before the summative assignment was due. Students
had to justify their choice of media, describe and analyse their development processes, and
evaluate their projects. For more details of the assessment and rubrics, please see Appendix I.
The design, implementation and evaluation of the school project afforded regular and structured
opportunities for the pre-service teachers to reflect upon their roles as developing teachers and to
evaluate their progress. Pre-service teachers were required to complete an electronic journal, an ejournal, which documented their progress throughout the course of study and during the school
project. They were required to maintain and contribute to an online blog in which they recorded
analytical comments about their first assignment in the course (group research and presentation
about a significant issue related to the use of ICT in teaching and learning contexts).
These activities were built upon one of the central principles of the BEd (K-7)
programme, of which ICT1100 is one part, which is articulated as the need to focus on
reflection, critical analysis, research and informed judgment. The link between
reflection and action was integrated into the course and the school project by providing
the scaffolded activities for the pre-service teachers to reflect upon their contribution to
the course, their role in the school project and their developing ICT and teaching skills.
During these journal-type reflection activities, the pre-service teachers were
encouraged to actively and regularly reflect on both pedagogical and technical issues
related to their school project and their progress in the course in order to facilitate new
understandings of varied teaching situations. The pre-service teachers were also
encouraged to document their emotional responses to the course activities.
The outcomes of the school project and the pre-service teachers reflections throughout the
course were reported in a website which was the major component of the course assessment.
In the website, the pre-service teachers documented the process they undertook to plan,
implement and evaluate the project. In order to demonstrate how the project addressed their
students particular learning needs, the pre-service teachers aligned specific learning outcomes
to related learning activities which were then assessed using the original learning outcomes as
guiding criteria. The pre-service teachers also gathered data from their peers, teachers and the
pupils in their practicum classes about their performance as a teacher and project manager.
This information was gathered using tools such as written questionnaires, video interviews,
attitude inventories, mentor-teacher reports, work samples and self-observations.
At the end of the semester, each of the pre-service teachers presented their websites to the
students and teachers in their practicum classes, as well as to their university peers and
tutors. The websites were then assessed according to the following criteria (please refer to
Appendix I about course assessment for percentage allocation of each criterion):
Most pre-service teachers identified ICT as an information tool that could provide a diverse
source of easily accessible information for students to explore issues of interest to them.
They felt that students no longer relied solely on information in textbooks and from the
teacher, but could consider alternative sources of information from different perspectives.
They believed that ICT as an information tool catered better to their students as the
information might be presented in varied ways using different multimedia elements.
Many of them also identified ICT as a situating tool that would provide their pupils with
a context for the concepts or theories under study. They felt that the multimedia
elements (colorful graphics, videos and sound) provided opportunities for authenticity in
instruction to simulate real-world problems and cases.
However, only a handful of pre-service teachers said that ICT could be used as a constructivist
tool. For instance, one pre-service teacher said that students could search the World Wide Web
(WWW) for information, enter and analyse data mediated by a spreadsheet application, and
represent the relationships and ideas symbolically or visually. Using a presentation tool (such as
Powerpoint), these ideas might then be presented to the class or community.
There was some evidence that a number of pre-service teachers demonstrated a change in
pedagogical orientation when they expressed dissatisfaction with the traditional teaching
approaches they had observed in schools. This might suggest that these pre-service
teachers would more likely be receptive to new teaching approaches. For example, one
pre-service teacher reflected in her journal entry that her pedagogical beliefs changed from
traditional to constructivist after her unsatisfying experiences during her teaching practicum
in the school, and her more fulfilling learning experiences in the ICT1100 course.
Some pre-service teachers reflected on potential barriers hindering them from adopting
constructivist teaching practices. These included the lack of a conducive school environment, a
lack of time, and a lack of readiness among students for constructivist teaching approaches.
Although the pre-service teachers might or might not experience these barriers in their past or
future teaching activities, such perceived barriers might prevent them from adopting
constructivist teaching approaches. Some pre-service teachers perceived that certain aspects of
the current education system, such as the emphasis on examination and a crammed curriculum,
might encourage teachers to rely on traditional teaching approaches.
The pre-service teachers perceived that teachers had limited teaching time. They found
that a lot of time was required to design constructivist activities. They believed that it
was time-consuming to implement constructivist lessons, as students would need time
to explore, make mistakes and formulate solutions. Some concluded that constructivist
instruction would take up too much time and was impractical.
Most pre-service teachers felt that students were not ready for constructivist instruction as they
were already molded to learn in a traditional learning environment. They believed that students
in general were not self-directed and were used to being spoon-fed. Because of the perception
of students as passive and lacking in self-regulation, they felt that students were not ready for
constructivist learning. Moreover, they commented that a constructivist classroom might be too
chaotic or difficult to handle. Unless these perceived barriers are addressed, pre-service
teachers may end up adopting traditional teaching approaches over constructivist approaches.
This paper has shared how an ICT in education course builds pre-service teacher capacity
for the use of ICT in classrooms, and has reflected upon the implications for the design of
educational technology courses. Teacher educators and other education stakeholders may
reflect upon these accounts, lessons learnt and recommendations, and formulate their own
strategies or activities to build teacher capacity for using ICT in the classroom.
Although the educational technology course may have acquainted the pre-service teachers in the art
and science of using ICT for teaching and learning in classrooms, it should be noted that the preservice course is not the end of the professional development of teachers in the use of ICT. Regular
scheduled professional development opportunities keep teachers aware of the need to enhance their
ICT integration practices, and keep them current with the ever-changing face of ICT.
References
Lim, C. P., & Chan, B. C. 2007. Micro lessons in teacher education: Examining preservice teachers pedagogical beliefs. Computers and Education, 48(3), 474-494.
10
40%
Assignment 2
School-based project and website
60%
Competency-based tasks
In order to complete this course successfully you are required to demonstrate competence
using various software and hardware. These tasks can be demonstrated through
participation in all classroom activities and through the completion of your assignments.
40%
Create a 3-5 minute multimedia presentation (including text, sound, graphics, etc.)
with your group which demonstrates information and perspectives on the issue, as
well as ideas on how this issue applies to practical classroom teaching and learning
situations. You may use any software available on the presentation computer in the
workshop room to create this presentation (e.g., PowerPoint, MovieMaker, slideshow
software, etc.). The group presentation is due in one of the workshops in Weeks 4, 5,
6, 7, 8 or 10. Please take care not to use copyright material and remember to
reference all sources of information used when preparing the presentation.
Upload the groups multimedia presentation (or a summary of the groups presentation) to the
Assignment 1: Issues Presentations section on the Discussion Board on the ICT1100 BlackBoard
website (one copy per group) before the end of the day your presentation is due; and
Send an individual email (one email from each individual group member) directly to your Tutor
reflecting upon, evaluating and marking your own and other group members contributions to the
groups collaborative processes. Please download and complete the Teamwork mark document
from the Assignments section of the ICT1100 BlackBoard site and attach this to your email. This
email is confidential and is due one week after your presentation is due. [Remember to email the
website address of your blog from Part 2 of this assignment in your email.]
11
Email the web address of your blog within the evaluation email (see Part 1 of the
assignment) that you send your Tutor one week after the multimedia presentation.
*Choose an issue from this list (allocation of topics will occur during the Week1 Workshop):
Blogging in K-7 classrooms
Using podcasts in K-7 classrooms
Using Wikipedia, Wikidictionary and other Wiki products in K-7 classrooms
Using PowerPoint to assist childrens learning and thinking processes in K-7 classrooms
Using technology to teach specific aspects of the K-7 curriculum (your group can nominate a
learning area to investigate e.g. science, mathematics, music, etc.)
Use of the Internet to learn and collaborate beyond the K-7
classroom Issues around web access and use in K-7 classrooms
Using online web quests, scavenger hunts and puzzlemakers in K-7 classrooms
Using technology with students with special needs and abilities in K-7 classrooms (e.g., learning
difficulties, talented and gifted, children who are able to speak more than one language, etc.)
12
Name:
Use of ICT in
presentation
(including
presentation and
BlackBoard upload)
Group work,
self evaluation,
reflection
Competent
Clear demonstration of knowledge
of main ideas about issue.
Resources used were relevant
and varied. Practical implications
for teaching and learning were
considered.
Highly competent
Extensive demonstration of knowledge 8
of main ideas about issue. Wide range
of seminal resources used. Application
to teaching and learning considered in
a variety of contexts.
0 3.9
Limited or inappropriate use of ICT.
Concepts in presentation were partially
linked or presented separately. Design
principles not always evident.
4 5.5
Appropriate use of varied ICT
to present issue. Concepts in
presentation were linked. Evidence
of basic design principles.
5.6 8
Extensive and appropriate use of varied 8
ICT to present issue. Concepts were
integrated throughout presentation.
Refined use of design principles.
0 3.9
Self-evaluation was descriptive rather
than analytical. Evaluation of group
members contributions lacked detail.
Feedback from group members was
mixed.
4 5.5
Analytical self-evaluation
noted successes and areas for
improvement. Detailed evaluation
of group members contributions.
Feedback from group members
was positive.
5.6 8
Self-evaluation comments were
4
analytical and showed professional
knowledge. Detailed evaluation of
group members contributions. Group
members appreciated leadership and
contributions to group processes.
0 1.9
2 2.7
2.8 4
Sub-Total Part 1
20
Evidence of wider
reading to support
conclusions and use
of APA referencing
0 3.9
Information is presented in a partially
appropriate manner. Ideas require
improved sequencing. Some difficulty
discerning key information from extra
detail. Topic is partially clear with some
links to main and supplementary ideas.
4 5.5
Information is presented within
an appropriate format. Ideas are
presented logically. Structure
clearly indicates key information
with sufficient detail. Topic is
linked to most of the main and
supplementary ideas.
5.6 8
Information is presented within a
6
refined and appropriate format.
Structure includes key information
which is clearly defined and
supplemented by detail. Topic is clearly
linked to main and supplementary
ideas.
0 2.9
Few basic references used to support
ideas. Research processes partially
described.
In-text and end-text APA referencing
not used or used inappropriately with a
number of errors.
3 4.1
Appropriate type and range
of references used to support
ideas. Research processes clearly
described. In-text and end-text APA
referencing has been used and is
mainly consistent with very few
errors.
4.2 6
Extensive range and variety of
6
references used. Research processes
described in detail with analysis.
References are cited using APA in-text
and end-text referencing, with hardly
any or no errors.
0 2.9
3 4.1
4.2 6
Sub-Total Part 2
20
Assignment 1 Total
40
Comments
Tutor:
Workshop group:
13
60%
Due: Present your website on CD-ROM to your peers and your Tutor in the final Week
12 workshop. At the end of your presentation, hand the CD-ROM directly to your Tutor.
Your assignment should be finished before the beginning of the Week 12 workshop.
Learning Criteria for assignment 2 (see assignment 2 marking rubric for more
details):
Professional knowledge applied to school project
Professional management of school-based project
These four components of the assignment are now explained in more detail.
(a) ICT-based school project (30%)
As part of assignment 2, you are required to:
Design an ICT-based school project in consultation with your Mentor Teacher. It can be developed
as a new project or used to enhance ongoing learning with the whole class or a group of children.
The project can take a variety of forms such as the development of a newsletter, a video of a play,
the production of a short story, electronic storybook, etc. It is intended that the children in your
classroom participate and use as much of the technology as possible. Your report should clearly
indicate the level of child participation. Above all, the project should be
14
designed in such a way that it can enhance and support the learning that the Mentor
Teacher has already planned for the students in the class. To ensure confidentiality of
the childrens identities, please do not use the schools name in your assignment and
change the childrens original names to pseudonyms (substitute names).
Present a plan (using PowerPoint) of your school-based project during the Week 5
workshop to your peers and your Tutor. Your peers and your Tutor will provide you
with feedback to further develop your project.
Implement and evaluate the ICT-based school project that you work on with a group
of children at your practice school/center. The focus should be on engaging the
children with technology. When you prepare the website to describe and evaluate the
school project, you should also demonstrate your own ICT skills. The website is a
method to report on how you planned, implemented and evaluated the project.
Present your assignment to your peers and your Tutor in the Week 12 workshop.
(b) Website structure and design (10%)
The structure and design of your website will impact on how well your ideas are
communicated. During the semester, the lecturer and the tutors in the course will provide
you with regular advice about web design and information design. There are also readings
available that will assist you with your decisions about how you structure and design your
website. Remember that sometimes less is better when trying to decide on how many
bells and whistles to include. Above all, your website should be based on consistent
structure and design, clearly presented information and easy navigation.
15
Your responsibilities
Negotiate project with Mentor Teacher. Begin planning project. Check equipment and technology at
school available for use. Distribute permission letters.
Give PowerPoint presentation showing your project plan to a small group in your
workshop. Adjust project based on peers and Tutors feedback.
Implement project with a group of children at your prac school. Your project should be completed no
later than Week 8.
Finalise web pages to create website. Send thank you message to school and children in the class
(if you have not already done so) to thank them for their input to the project.
Submit completed website assignment on CD-ROM during the final workshop you will be
required to do a 5-minute show and tell to your workshop group in Week 12. You are
required to submit this assignment on a CD-ROM in a labelled CD-ROM case. Please do not
glue labels to your final CD-ROM as these can make the discs difficult to read. Keep a back
up of the CD-ROM that you submit as your final assignment.
Project management: This assignment should be likened to a project for which you should
consider yourself as the Project Manager plan your work, implement your plan, monitor
your own progress and bring the project to completion within a given timeframe.
Challenge: This assignment involves a certain amount of challenge. Some people even find
it frustrating, especially when technological problems are encountered. During the process
of this assignment, we encourage you to reflect on how you respond to challenging or
frustrating learning situations, and how this knowledge can be used to further understand
the nature of learning (your own learning and your students learning). At all times, consider
your own role and how you can become a problem solver, instead of a problem magnifier
when you encounter challenges. As teachers, we need to develop ways to deal with
technological inconsistencies or glitches (sometimes referred to as Plan B).
Getting help: If you encounter problems with technology in the course, first of all, consider
how you could address the problem. Also remember that many of your colleagues are
talented users of technology and you may be able to collaborate with them to solve
problems that arise. Your Tutor can also assist you to solve your problems.
Problems: Please do not leave problems until the last minute. Problems that are addressed
early in the course or early in the process of this assignment tend to remain small whereas
problems that are not addressed until the end of the course tend to grow into larger
problems that cause unnecessary stress for you, your Mentor Teacher and your Tutors.
16
Assignment 2 Rubric
Topic: School-based Project and Website
Criteria
Competent
Highly competent
15 20.5
21 30
7 10
Professional management,
including:
(1) time and task
management;
(2) problem solving;
(3) record of progress using
E-journal;
(4) storage of ethical
documentation such as
permission letters;
(5) attending, participating
and being prepared
for weekly lectures and
workshops; and
(6) regularly backing up your
work.
Management of school
project and ICT1100 course
work has been limited and/
or problematic due to issues
related to time and task
management, problem solving
approaches, documentation
of progress and project,
workshop contributions or
backing up processes.
E-journal entries were not
analytical or required more
detail.
0 4.9
5 6.9
7 10
30
10
10
60
Comments
Tutor:
Workshop group:
17
Click Open,
then Save
You will then notice that the text in your Inspiration shape will have a line underneath it to
indicate its hyperlinked to another file.
18
If you choose to give permission for your child to participate in this project they will:
Participate in normal classroom activities, such as working in groups or individually at their daily
classroom activities. They may be photographed or videoed during these activities and their
classroom work may be copied for samples. Their name will be removed from all work samples.
Participate in creating work samples using electronic equipment such as digital video
cameras, digital stills cameras, and computers. Their name will not be included on
work samples copied for the University assignment.
The information will be used to complete the requirements for the unit of study noted
above, and only the student(s) and the unit coordinator will have access to the
information. Any information or details given for this study will be kept confidential and
will only be used for the purposes of this project. Your child will not be identified in any
written assignment or presentation of the results of this project.
Participation in this project is voluntary. If you choose to allow your child to participate,
you are free to withdraw consent from further participation at any time without giving a
reason and with no negative consequences. You are also free to ask for any
information which identifies your child to be withdrawn from the study.
19
If you have any questions or require any further information about the research project,
please contact:
Unit Coordinator: Maria Northcote
Contact details: (08) 6304 5957 or m.northcote@ecu.edu.au
Pre-service Teacher/University Student:
Contact details:
20
Abstract
The Computers in Education course at South China Normal University (SCNU) is a compulsory
course for undergraduates majoring in Educational Technology. The objectives of the course are to
help students to master the basic theories of computer-assisted education and to gain the basic skills
to apply computer-assisted education in teaching practice. The course content includes the latest
achievements and progress in computer-assisted education. A new teaching model (COP) which
incorporates activity-based classroom teaching, online learning and project-based learning has been
applied in this course. Students are required to take part in a 12-to 15-week computer-assisted
education teaching practicum in primary or middle schools. Three years of teaching the course has
shown that Computers in Education can meet the requirements of computer-assisted education for
pre-service and in-service teacher education. Teaching activities and teaching practicum applied in
this course could be used to improve students learning, motivations, and capacity-building in the use
of computers in teaching-learning.
1. Institutional context/background
1.1 Introduction to South China Normal University
South China Normal University (SCNU), situated in Guangzhou province, was established
in 1933. SCNU has three campuses, namely Guangzhou Shipai campus, Guangzhou
University City and Nanhai campus, covering approximately 509 acres and holding about
29,000 full-time students, 1000 international students and 2,000 experts and scholars well
known at home and abroad. Diverse programmes in a wide range of subjects have been
offered by SCNU featuring the uniqueness, openness and comprehensiveness, such as
philosophy, economics, law, education, literature, history, science, engineering, and
management, agriculture and medicine. Three multifunctional information libraries cover
88,000 square meters and house a collection of over 3.5 million books.
SCNU has a long history and good tradition. As a comprehensive university, SCNU focuses on
teacher-education and training, and contributes herself to training qualified teachers and
professionals with a sense of responsibility, critical thinking and innovation. In order to build herself
into a first-rate university, the university also actively participates in international communication and
cooperation, and till now, it has set up links with dozens of universities and educational organizations
from over 20 countries and regions. A more harmonious and open environment for both teaching and
academic research has been built up for further development in SCNU.
21
Participants
In-service teachers
Pre- and in-service teachers
Pre-service teachers
In-service teachers
Pre- and in-service teachers
Pre- and in-service teachers
Pre- and in-service teachers
Pre- and in-service teachers
Credits
2
4
4
2
2
3
1.5
2
22
2. ICT-related course/curriculum
2.1 Development process
The processes involved in the development of the course included five principle steps;
needs analysis, goals identification, learner character analysis, content selection,
evaluation and revision activities (see Table 2 for an overview).
Table 2: Course development process
Step 1
Step 2
Step 3
Step 4
Step 5
Activity
Needs analysis
Goals identification
Learner character analysis
Content selection
Evaluation and revision
Responsible person(s)
Prof. Zhao
Prof. Mu
Dr. Chai
Prof. Zhao
Prof. Mu
Duration
1 month
1 week
2 weeks
4 months
1 month
Output
Report
Paper
Paper
Textbook
Report
Throughout the five steps, the team teachers cooperated to complete the development
process. The flow of the course development is shown in Figure 1.
Figure 1: The flow of the course development
Step 1: Needs Analysis
23
Faculty/School:
School of Information Technology in
Education
Department:
Educational Technology
(2) Manuals:
Zhao, J. and Mu, S. 2007. Learning guide.
24
Learning activity
Group discussion, online
discussion, brainstorming,
and case analysis
Case analysis, face-to-face
(FTF) discussion, online
discussion
Case analysis, FTF discussion,
online discussion, design for
mind map
Case analysis, FTF discussion,
online discussion,
Case analysis, FTF discussion,
online discussion,
brainstorming
Instructional strategy
Blended learning, facilitation
of student participation in
learning process;
Case study, blended learning,
project-based learning
Project
Weight (percentage)
5%
Essay
Multiple choice quiz, openended questions in written
examination
Team project
Total
15%
20%
40%
20%
100%
25
4. Final examination. A final examination paper includes explanation of terms, multiplechoice questions, true-or-false tests, short answer essay questions, and problemsolving questions involving critical thinking and higher order thinking skills. This
accounts for 40% of the total mark.
5. Project-based learning. Students must complete a team project during their teaching practicum.
They must design and develop teaching courseware, view/provide a video for teaching, design an
assessment tool such as a questionnaire to assess the effects of their teaching, write an
academic paper, and reflect on the actual teaching. This accounts for 20% of the total mark.
After students completed the course, they were required to reflect on how the course
benefited them and its effectiveness in relation to their life-long learning. Since 2007
the average score of the course assessment by students has been over 90, which
demonstrated that the students were satisfied with the changes made in the course.
Students have mentioned that the course has provided a positive foundation for their
teaching practicum, including familiarizing them with actual teaching practice activities
in schools, ICT integration, communication techniques, and socializing strategies.
1. An online learning environment was critical for the course. However, students prior
experiences involving online learning were largely limited to assignment submission
and learning resources sharing.
26
2. Students did not want to participate in group learning because they thought it was not
helpful. Most Chinese students hold similar beliefs because of examination-oriented
competitive learning, and teacher-centered education. (Gu, 2003; Ji, 2005; Sun, 2001).
3. The teaching methods changed. As a consequence, the final examination could not
be used as the sole course assessment and a new way to assess students
performance needed to be set up.
4. A number of schools were needed as partners for the teaching practicum. The
challenge was to find enough and appropriate school partners.
To address these challenges, the following remedies were introduced:
1. Blended learning (Driscoll, 2002; Duhaney, 2004) was deliberately chosen as part of the
course design. Students were offered both a classroom-based learning environment and
a virtual learning environment (VLE). Although students were familiar with Blackboard,
the survey results showed that they did not know how to apply it properly and did not
know most of the functions offered by the VLE platform. In order to improve students
skills in online learning, a training course in online learning has been designed to provide
technical orientation for students to engage their online learning more efficiently.
2. To engage students more deeply, team members engaged in group learning. Course
teachers or facilitators explained to students the advantages of group learning, and helped
them to experience how it works when carried out in the right way. This shifted student
attitudes considerably. As the course progressed, students wanted to work more in groups.
27
the innovations of the curriculum; (2) the practical application of the updated learning theories
and creative activities needed to be encouraged in teaching practice; and (3) the innovative and
effective teaching practicum needed to be strengthened to facilitate learners deeper
understanding of the knowledge and their capacity-building for 21 st century.
References
Driscoll, M. 2002. Blended learning: Lets get beyond the hype. E-Learning, 3(3), 54.
Duhaney, D. C. 2004. Blended learning in education, training, and development.
Performance improvement, 43(8), 35-38.
Gu, S. Z. 2003. Practical exploration on transforming conventional teaching mode.
Educational Research, 8, 55-60.
Ji, Q. L. 2005. Improving practical and innovation phases through transforming
traditional teaching methods. Science Education in Higher Education, 5, 101-103.
Sun, X. L. 2001. Reflection on traditional teaching methods in China. Finance & Economics 12, 7-8.
28
Abstract
This case study explores a course titled Theory and Practice for Instructional Material
Development offered by Korea National University of Education (KNUE). This optional 15-week
course is one of the largest in KNUE, with around 600 pre-service teachers from various
departments enrolling yearly. The two-credit course enables pre-service teachers to learn basic
ICT tools and gain a sense of how to teach using technology. As the majority of enrollees are
freshmen who lack knowledge and skills in both ICT and teaching, course projects are often
initially challenging for them. This case study demonstrates how the course structure was
designed and redesigned to enhance the confidence and engagement of freshmen pre-service
teachers. The redesigned and updated course begins with an introduction to the theory and
evaluation of on ICT instructional media and materials. The pre-service teachers first project is
to produce instructional digital images with a simple description of their pedagogical ideas.
Subsequent projects involve the use of Microsoft Office PowerPoint, games, instructional movie
clips, and web-based project materials. Projects last for two to three weeks, and the lessons
learned in each project become the basis for further plans and projects.
1. Institutional context/background
1.1 Introduction to the Korea National University of Education
Korea National University of Education (KNUE) is located in Chungcheong province and
opened in 1985. It is one of 11 teacher education institutions (TEIs) in Republic of Korea.
KNUE is the only TEI that offers teacher education programmes for teaching in all levels of schools,
from kindergarten to secondary, and that offers bachelors, masters, and doctoral degrees. KNUE
plays a very important role in public education and in teacher education in the country.
29
Educational philosophy
KNUE was established to educate pre-service and in-service teachers and to conduct
research on education. Figure 2 illustrates the educational philosophy of KNUE.
Figure 2: Philosophy of Korea National University of Education
Cultivating talented
educators for
national education
Establishing a
foundation fro
improving the
social status of
educators
Contributing
to national
development
and global
prosperity
Source: www.knue.ac.kr
Current status
Table 1 and Table 2 present the current status (2010) of faculty members and enrolled students at
KNUE. All faculty members hold doctoral degrees in educational or non-educational subject areas.
Classification
President
Faculty
Affiliated school teachers
Administrative staff
Total
Number
1
187
123
220
531
Source: www.knue.ac.kr
KNUE provides undergraduate and graduate programmes for teacher pre-service and in-service
education. Most undergraduate students enter the university with high academic achievements
in high school. Graduate students are mostly in-service teachers. The masters degree
programme is implemented as part of national policy and some in-service teachers are
seconded to KNUE to earn their masters degrees. The doctoral programme is similar to that
provided by other universities and is availed of by both teachers and non-teachers.
30
Classification
Department (programme) Number
Under-graduate schools College I~IV (Teacher education programme)
23
2,283
Graduate Schools
Graduate School
Masters degree
20 (49)
729
Doctoral degree
19 (48)
216
Graduate School of Education Masters degree
20 (50)
1,940
Graduate School of Education Masters degree
1 (3)
147
Policy and Administration
Doctoral degree
1 (3)
6
Total
5,321
Source: www.knue.ac.kr
College III
College IV
Department
Education, Early Childhood Education, and Elementary Education
Korean Language Education, English Language Education, German Language
Education, French Language Education, Ethics Education, Social Studies Education,
History Education, and Geographic Education
Mathematics Education, Physics Education, Chemistry Education, Biology Education,
Earth Science Education, Home Economics Education, Technology Education,
Computer Education, and Environmental Education
Music Education, Physical Education, and Arts Education
Total
3
8
Source: www.knue.ac.kr
31
from assistance in learning how ICT is best integrated into school curricula in regard to
content, teaching methods, and cost, as well as student learning. This paper reports on the
third semester implementation of the course, which resulted from revisions in the spring
semester of 2008. In the first implementation, students acknowledged that they learned
from the course, but they felt that the work required by the course projects was excessive.
Accordingly, the instructor revised the course activities. Understanding the educational
potential of ICT and gaining ICT skills for developing instructional materials remained the
focus. The instructor hoped that the revisions would further assist pre-service teachers to
gain a sense of integrating ICT into their future teaching and school curricula.
As ICT continues penetrating into Korean society, other similar courses have been offered at the
university. These mainly focus on ICT for specific subject matters, while this course focuses
more on ICT and pedagogy for all school-level pre-service teachers. Because pre-service
teachers take this course in the first or second year of their programme, they gain a sense of
ICT integration before taking their core subject courses. This paper explores how the course is
designed and organized to facilitate pre-service teachers sense of technology integration.
2. ICT-related course/curriculum
2.1 Development process
The process of developing the curriculum for this course varies for each instructor, as
each organizes his or her class somewhat differently. Nevertheless, the processes
share some commonalities, as summarized in Table 4.
Table 4: The process of developing the curriculum at KNUE
Activities
Responsible person(s) Duration
Step 0 Deciding the rough Faculty member and
A week or
specifications of
administra-tive staff
less
the course, such
as target students,
course type, credit,
etc.
Output
Specifications of the
course
Textbook
All instructors
A few
months
32
Activities
Responsible person(s) Duration
Step 3 Deciding the macro The instructor (the
A week or
instructional model author)
more
(e.g., CBA model) for
the completion of
the course purpose
Output
The
instruction-al
mode with
the macro
structure
of the class
activity
1 week or
more
2 weeks or Syllabus,
more
along with a
package of
the course
materials
for the
instructor
and learners
Student
work,
evaluating
report, and
revised
course
syllabus
2.2.2 Course title: Theory and Practice for Instructional Material Development
2.2.3 Course Type
- Elective for all students of the university/college
- Elective for all students in the pre-service teacher education programme
33
Topic 2
(2 weeks)
34
Learning activities
Instructional strategies
- Theories and cases of
- Lecturing based on chaps. 1 & 9
instructional media and materials of the textbook
- Practice 1: Evaluation of
- Practice: 1) Evaluate a
computer-based educational
computer-based educational
materials and websites
material or website based
on the evaluation criteria
2) Develop the evaluation
report in the format of the
presentation material with
image captures
- Practice 2: Developing & editing - Lecturing based on chap. 9 of
digital images for teaching
the textbook
- Practice: Edit an image by using
some functions of Photoshop
Topic 3
(3 weeks)
Topic 4
(2 weeks)
Delivery modes
- S/W: Capturing tool
(Open Capture), PPT
presentation, & word
processor
- Textbook
- Materials: evaluation
sheets & website list
- S/W: Photoshop
- Textbook
- Materials: Sample
editing image
- S/W: All tools learned
above and PowerPoint
- Textbook
- Materials: sample
PowerPoint game
materials, the cases of
pre-service teachers
- S/W: Movie Maker
- Textbook
- Materials: Sample
editing movie clips
Topic 5
(4 weeks)
- Project 2: Developing
- Lecturing based on chap.
instructional website: WebQuest &
10 of the textbook
Web-portfolio
- Conducting the project based
on case-based activity (CBA):
Scenario workCase analysis
PlanDevelopmentReflection
Weight (%)
10
25
15
20
30
100
35
2.2.6 Resources
Course resources include textbooks, handouts, websites, and software programs. The
table of contents of the textbook shown in Figure 3 represents the basic structure of the
course. The content of the textbook, such as ICT tools and functions, is continually
updated according to the development of new technology.
Figure 3: The cover image and table of contents for the course textbook
Chapter 1: Introduction of learning and instructional material development
Chapter 2: Development of image materials
Chapter 3: Development of audio materials
Chapter 4: Development of video materialsrecording
Chapter 5: Development of video materialscapturing
Chapter 6: Development of video materialsediting
Chapter 7: Development of animation materialsintroductory level
Chapter 8: Development of animation materialsadvanced level
Chapter 9: Development of presentation materials
Chapter 10: Development of instructional website and online community
Course practices and projects are organized from simple to complex and integrated
tasks so that pre-service teachers can use and reuse software programs. For example,
pre-service teachers used progressively more advanced versions of PowerPoint
software for different assignments of the course.
36
Topic 2
Topic 3
Topic 4
Topic 5
37
Name:
* If one of the following individual questions is infracted, 2 points will be taken off per infraction.
Area
Criteria
Score
Principles of
1. Are all elements (such as game scenario, game guidelines, materials, and
/25
instructional games
lesson idea) identified?
2. Are expressions and words appropriate to the students level?
3. Are learning goals and subjects appropriate to game-based learning?
4. Is the game structure appropriate to the achievement of learning goals?
5. Is there a balance between skills versus luck in winning the game?
6. Are students motivated emotionally and cognitively?
7. Feedback for incorrect answers should not be more interesting than one
for correct answers.
8. Is there a description of the incentive or prize for winners?
9. Is there a conclusion page in the game material?
Technical elements
1. Are there any problems in the following technical elements?
/30
a) Editing of digital images
b) Hyperlinks
c) Voice file
d) Navigation design
e) Animation
Design elements
1. Is the style of text easy to read?
/15
2. Is the size of text easy to read?
3. Does the color of the text contrast with the background color for legibility?
4. Is the color of images/graphics simple and consistent for legibility?
Content elements
1. Is the content easy to understand?
/15
2. Are sentences simple and easy to understand?
3. Are positive sentences used?
4. Are long texts or complicate images displayed gradually?
5. Is all content (including images) used without copyright violation?
Reflection on project
Is the reflection clearly described in the CBA report?
/15
* Bonus: Creativity
1. Is there any new game idea other than a quiz?
/+4
2. Is there any new PPT function to the game structure?
Total
/100
Comments:
38
indicated that they learned a significant amount about the use of ICT in education.
However, some pre-service teachers still retained their initial beliefs on technology and
considered technology to be separate from the school curriculum. A semester may not
be enough to change peoples beliefs. Further approaches need to be considered.
References
Kim, H. 2011. Exploring freshmen pre-service teachers situated knowledge in reflective
reports during case-based activities. The Internet and Higher Education, 14(1), 10-14.
39
Abstract
This case study explores the application of two educational technology courses at Mindanao
State University Iligan Institute of Technology. Educational Technology 1 introduces students
to educational technology and educational media, including the theories and principles behind
their use and their development and utilization in the classroom. Educational Technology 2
concerns the development of project-based learning unit portfolios that utilize ICT and webenhanced learning activities. Students experience backward curriculum design through planning
unit portfolios, during which they determine learning goals, planned assessments, and design
activities. The development process involved continuous reflection and participation by the
Educational Technology faculty using observations, course assessments, and responses to the
results of pre-service teachers implementation of ICT in the classroom. Both courses require
partnerships with Department of Education schools. The positive effects of the partnership
process extends to faculty development, curricular review of programmes, and policy-making.
1. Institutional background
1.1 Introduction to Mindanao State University Iligan Institute of
Technology, MSU-IIT College of Education
Situated in the southern part of the Philippines in the city of Iligan, the Mindanao State University
Iligan Institute of Technology (MSU-IIT) was established in 1968 as one of the ten
campuses of the Mindanao State University system. The institute offers more than 115
undergraduate and graduate programmes, including 43 graduate programmes in fields
including education, business, arts and humanities, engineering, information
technology, the natural sciences, and mathematics. (www.msuiit.edu.ph/index.php)
In 1985 the institute began to offer teacher education programmes through the establishment of the
College of Education (CED). Over the following 26 years the CED has produced 5,394 graduates,
most of whom have gone on to teach in primary and secondary schools. The college has been
recognized as a Center of Excellence in teacher education by the countrys Commission in Higher
Education. One reason for this is the colleges willingness to embrace technology.
40
In the plan, MSU-IIT decided to go beyond the production of a single course in which students
would improve their ICT skills. Instead, the development of skills was mapped into a number of
courses in a ladderized fashion to ensure sustainability, as shown in Figure 1. The plan included
the integration of ICT for education-related inputs from faculty development programmes, the
addition of another Education Technology Course as mandated by CHED CMO 30, the
provision of mechanisms for the continuity of ICT pedagogical knowledge during practice
teaching and the encouraging of undergraduate research in this area.
Educational
Technology 1
Educational
Technology 2
Teaching Strategy/
Field Study
Practice
Teaching
The CED formulated policies that included the improvement of ICT infrastructure, the
creation of a Multi-Media Center with its own coordinator and staff, the creation of an
ICT for Education Committee, the establishment of a community of learning and the
adoption of action research. The community of learning ensured that Department of
Education in-service teachers would be able to mentor and supervise pre-service
students during practice teaching, especially in relation to ICT integration lessons.
Though several CED courses were infused with technology, two courses served as the core
Educational Technology 1 and Educational Technology 2. Educational Technology 1 introduces
students to educational technology and the various educational media, including the theories and
principles behind their use and their development and utilization in the classroom. Educational
Technology 2 focuses on the development of project-based learning unit portfolios that utilize ICT
and web-enhanced learning activities. The portfolios that students create in these two courses can
be used during practice teaching or in research subjects. This is shown in figure 2.
Unit Portfolios
Conduct of research
2. ICT-related course/curriculum
2.1 Development process
The development of the educational technology courses is summarized in the table that
follows. It should be noted that after the approval and implementation of the
programme, the two courses followed cycles of review and improvement.
41
Duration
2 months
Output
Approved curricular
offerings
1 day
Revised syllabus
2 days
Step 4
Activities
Approval of Curricular
Programme Proposal
and Review
Revision of Course
syllabus
Faculty enhancement
workshop to include
review and creation of
course materials
Course implementation
Faculty assigned
Step 5
Course assessment
All Education
Technology faculty
Step 1
Step 2
Step 3
Before the courses were offered, a series of discussions and reviews took place that
included college-wide and system-wide curriculum committees, with the results
receiving final approval from the Board of Regents. Assigned faculty members were
then requested to revise the course syllabus for contextualization.
The courses are subject to continual enhancement. Faculty members meet for an enhancement
workshop before each semester starts to review the syllabi, based on the results of assessments and
observations made during previous course implementation. Topics for inclusion in the workshop
include the development of modules, worksheets, and instructional media.
42
2.2.7 Resources
- Required Course Textbook: Educational Technology 1 Textbook (developed by EdTech Faculty of MSU-IIT)
- Print and non-Print media
- Intel Teach Getting Started Manual
- Intel Teach Help Guide
- WebQuest and Online treasure hunt samples available at http://fit-ed.org/teachingwiththeweb/index.htm
2.2.8 Course topic
Topic
Learning activities
Instructional strategies
Delivery modes (media)
Introduction
Discuss educational
Small group discussion,
Textbook
to Educational
technology, its scope and lecture, question and answer
PPT presentation
Technology
related terms; Dales Cone of
Experience; rationalization
Activity sheets
of the use of instructional
MSU-IIT Online Learning
media in the classroom.
Environment (Moodle) for
Trace the history of
submission of outputs
educational technology
2-D, 3-D and
Projected
Instructional Media
Samples of:
2D instructional materials
(chalkboards and whiteboards,
bulletin boards, flannel/ velcro/
carpet/ magnetic boards,
graphics (graphs, charts,
diagrams, posters, cartoons,
comics, maps, flip charts),
flashcards, pictures and photos)
3D instructional materials
(specimens and objects,
models and mock-ups,
diorama, puppets)
43
Midterm
27%
Finals
Total
27%
100%
44
Unit Design
and Curriculum
1. Research effective
assessment strategies
Instructional strategies
Lecture-Discussion
Lecture-Discussion
PPT presentation
Lecture-Discussion
Think-Pair-Share
Cooperative Learning
Peer Evaluation
Framing Questions 2. Write unit plan objectives,
assessment and procedures Inquiry Based Learning
3. Draft & Critique Assessment
Timeline
4. Create gauging student
need support material
5. Discussion on pedagogical
issues on using technology
in the classroom
6. Draft instructional
procedure for the unit
The Internet to
Examine and discuss
Pair and Share
Support Learning copyright laws and fair use
guidelines as they pertain to Peer Evaluation
education
WebQuest on Evaluating
internet resources
Create Works Cited
- Pictures
- Activity Sheets
- MSU-IIT Virtual/Online Learning
Environment (Moodle) for online
discussion and submission of
outputs
PPT presentation, LCD Projector
Assessing Projects resources from
Intel Teach website and CD
Activity Sheets
MSU-IIT Virtual/Online Learning
Environment (Moodle) for online
discussion and submission of
outputs
documents
Explore Internet resources
Creating student Identify the appropriate
support materials technology tools to support
and assessment student activities
instruments
Create student samples
(spreadsheet, publication
Website, Wikis and blogs) to
demonstrate learning
Think-Pair-Share
Online Treasure Hunt
Activity on Creating
student assessment
instruments
Pair and Share
Facilitating with
Technology
Lecture-Discussion
LCD
Peer feedback
Pair and share
45
Weight (percentage)
10%
45%
45%
Reflections
Total
100%
46
4 and 5
7, 8 and 9
10 and 11
12 and 13
14 and 15
16 and 17
18
Topics
Orientation to the Course
Introduction to Educational
Technology
Assessment
Lab Activity on completing a table of various educational
media and identifying which subject areas it can be applied to
and its level in the Edgar Dale Cone of Experience
Two-Dimensional Instructional Lab Activity where students in groups carryout a task of
Media
creating flannelboard/ charts/graphs/diagrams/flashcard/
or demonstrate a chalkboard activity appropriate for the
identified topic, objectives and target audience. Rubric is used
to assess output/performance
Three-Dimensional Instructional Students carry out tasks creating 3D media appropriate for the
Media
identified topic, objectives and target audience. Rubric is used
to assess output/performance
Projection Systems
Students carry out tasks demonstrating the use of projection
media appropriate for the identified topic, objectives
and target audience. Checklist is used to assess output/
performance
Computers and the Internet
Students create teacher assessment handout using wordprocessing, curriculum preview using presentation software,
and grade book using spreadsheets. Students follow the Plan,
Do, Review and Share Process as they create these outputs.
Rubrics are used to assess performance.
Audio Media
Student create audio recording using the audacity software.
Rubric is used to assess output.
Motion Media
Students create an instructional plan for utilizing motion
media. Checklist is used to assess output.
Video Production
Students create video production or clay animation. Checklists
are used to assess the storyboard and movie.
Course Wrap-Up
47
Carry Out
Follow the procedure in video production and clay animation.
Look back
Now it is time for you to look back on your output. To do this, reflect on the following questions:
Does the clay animation or video recording clearly reflect the attainment of objectives?
Have we made our output based on the highest standard criterion stated in the checklist?
Showcase
In this step, you will showcase your video to your classmates. In showcasing, you need to share the following:
1. Target audience 2. Learning objectives 3. Ask ideas on how to improve your video
Criteria
Objectives are clear.
Yes
8
9
10
Partly
No
sounds,
48
Topic
Course Orientation
Instructional Design and Project-based
learning
Unit Planning and Student-centered
assessment
Assessments
- Rubric on Standards and Objectives
- Reflection Log
- Rubric on Assessment Timeline
- Reflection Log
Week
6
7, 8 and 9
10 and 11
12 and 13
14, 15 and 16
17 and 18
Topic
The Internet to support teaching and
learning
Assessments
- Online Quiz on Fair Use
- Checklist on Work Cited Document
- Reflection Log
Creating Samples of Learning /Project - Rubric on Assessment Tools and Student Sample
Outcomes from a student perspective - Reflection Log
Assessing Student Projects/
- Rubric on Scaffolding Materials
Formative and Summative Assessment - Reflection Logs
Planning Student Success/ Student
- Rubric for assessment tools to help students
Support and self-direction
become self-directed learners
Facilitating with Technology/Teacher as - Rubrics for presentations, documents,
facilitator
spreadsheets, or web-based resources to support
a student-centered classroom
Showcasing of Unit Portfolios
Final Portfolio Assessment
My EQ addresses a broad
idea that crosses subject
areas or topics within
subject areas.
My EQ addresses the
concepts of my unit
rather than a big idea.
My EQ addresses the
content of my unit.
My CFQs sometimes
ask students to use
information from CQs
to answer UQs or to
think about the EQ.
1 Adapted from Intel Teach Essentials Course Module v.10.1. Copyright 2009 Intel Corporation. All rights reserved.
49
Student teachers
develop unit plan
and materials
using
productivity tools
Modifications in terms of
a) Curricular Objectives
b) Procedure
c) ICT tools
Classroom
implementation
Student teachers in the field have had varying degrees of success in implementation. Their
extent of implementation was identified in a recent survey (Please see Annex) conducted
during the first semester of AY 2011-2012. Results are discussed in the following section.
Mean Score
2.50
Description
Moderately
Similar teaching strategies were already being used in the school (e.g. PBL,
use of Essential question, group work, PDRS)
The school encourages the integration of technology in the classroom.
2.52
Moderately
2.38
Small Extent
2.52
Moderately
1.95
Small Extent
2.54
Moderately
Source: Questionnaire modified from Intel Teach Pre-service Post Practicum Survey Copyright 2011 Intel Corporation
It can be gleaned from Table 5 that although the presence of resources in schools was
rated minimal to moderate, students, to a moderate extent, were able to revise their
technology-based unit plans and adapt these to suit the classes they were teaching.
However students reported that they were able to use the materials that they
developed only to a moderate extent. This may be attributed to the low level of
encouragement they received from the schools to integrate ICT in classrooms.
50
Table 6: Extent of strategies to put into practice even without the use of technology
Statements
Project based learning
Mean Score
2.37
Description
Small Extent
2.74
Moderately
3.31
Moderately
2.71
Moderately
2.57
Moderately
2.80
Moderately
Source: Questionnaire modified from Intel Teach Pre-service Post Practicum Survey Copyright 2011 Intel Corporation
51
In the recent curricular programme revisions for 2011, the Educational Technology 1
course was paired with a field study-based course on Technology in the Learning
Environment. The same faculty members supervised the additional course. The
revision aims to ensure that students are able to see the application of instructional
technologies and to connect what is taught with what is carried out in the classroom.
MSU-IIT should continue conducting capacity building training workshops in partner
schools so that the number of supervising in-service teachers who can mentor student
teachers on technology-integrated unit portfolio implementation will increase.
52
members should maintain good working relationships with the supervising faculty members
who handle the practice teaching phase, and with the team of in-service teachers who
mentor the student teachers. This can be done by strengthening the existing partnership of
MSU-IIT with Department of Education schools in terms of professional development
trainings given to teachers. Special trainings and discussions targeted for supervisors and
in-service teachers must be conducted for this purpose. The in-service teachers may also
be invited to the enhancement workshops for the courses.
The positive effect of the development process for the courses is felt not only within the
two courses delivery but also in faculty development, curricular review of programmes,
and policy-making.
References
CHED
Memorandum
Order
no.
30
S.
http://chedregion1.info/policies/CMO2001/ CMO_30.doc
2004.
retrieved
at
Department
of
Education
Memorandum
no
S.
2009.
retrieved
http://www.deped.gov.ph/ cpanel/uploads/issuanceImg/DO No. 32, s. 2009.pdf
at
Intel
Education
Assessing
Projects.
retrieved
http://www.intel.com/cd/corporate/education/ apac/eng/ph/tools/336791.htm
at
53
integration
of
e)You were able to use the unit plan you have developed.
f ) You were able to adapt your unit plan to make it
suitable for the class you are teaching.
Where technology was not available, indicate the extent to which you were able to
include the following strategies in the lessons you conducted.
Not at all To a small Moderately To a large
extent
extent
a)Project based learning
b) Use of Essential Questions
c) Students working in groups
d) Use of rubrics and other assessment tools
e)Use backward curriculum design (Determine
learning goals, Plan assessment and Design
activities) in planning lesson
f ) Use of Plan, Do, Review and Share strategy
54
Abstract
The National Institute of Education (NIE) is the only pre-service teacher training institute in
Singapore. The institute trains teachers across all subject disciplines. In the 1980s, Information and
Communication Technology (ICT) In Education was a compulsory module within the Educational
Studies group of subjects offered by NIE in various undergraduate and postgraduate teacher training
programmes. Since then the course has shifted from taking a skills-based focus to an emphasis on
the pedagogy facilitating the use of ICT for teaching and learning. This shift in focus was reflected in
the change in the course title in 2010, to ICT for Meaningful Learning. The theoretical underpinnings
of the course are based on five dimensions of meaningful learning. They are (1) Engaging prior
knowledge (2) Learning by doing (3) Real world knowledge (4) Collaborative learning and (5) Selfdirected learning. The course is aligned with Singapores 3rd ICT Master plan (2009-2013) for
Education, which emphasizes the use of technology for self-directed learning and collaborative
learning. Student teachers are exposed to various pedagogical and instructional approaches and
technology tools to enhance teaching and learning. They are taught to plan and integrate technology
tools with the five dimensions in mind so as to avoid integrating technology for the sake of it. They
learn a range of technology tools through technology-enabled lessons (TEL) that are relevant to their
teaching subjects and to the pupil level they will be teaching after they graduate. Student teachers
are assessed on their ability to design meaningful ICT-mediated activities to enhance pupils learning
experiences.
1. Institutional context/background
1.1 Introduction to the National Institute of Education
The National Institute of Education (NIE) is the sole teacher training institute in Singapore and trains
all pre-service teachers, as well as heads of department, principals and leaders in education. It is an
autonomous institution situated within Nanyang Technological University (NTU).
The first formal teacher education programme started in Singapore in 1950 with the establishment of
a Teachers Training College which offered a two-year Certificate in Education, conducted in English.
New programmes were introduced over time and in 1971, the college introduced the Diploma in
Education, a one-year postgraduate teacher education programme for bachelor-degree holders. In
1973, the college was renamed the Institute of Education, and a cadet teacher training programme
was introduced. In this programme, student teachers spent half a day teaching in schools and
returned to the institute for the other half of the day for lessons. The cadet programme was an 18month programme and helped to fill the shortage of teachers in schools during that time. The next
change in approach came seven years later in 1980. The institute reverted to offering a full-time oneyear Diploma in Education for those already holding a bachelors degree, and a two-year Certificate
in Education for those without a bachelors degree. In 1984, due to a demand for specialist teachers
in physical education, a College of Physical
55
Education was inaugurated, which offered a two-year diploma programme in physical education.
Leadership programmes to train school heads of department and principals were also started in the
same year. Postgraduate degrees leading to masters and doctors of Philosophy in Education were
then offered, conferred by the University of Singapore (Chen and Koay, 2010).
In 1991, the Institute of Education and the College of Physical Education merged to form the
National Institute of Education as an autonomous institute within NTU. Due to the direct
relationship with NTU, the institute was able to offer undergraduate courses. It launched fouryear Bachelor of Science with Diploma in Education and Bachelor of Arts with Diploma in
Education degree programmes (it was later renamed as Bachelor of Science (Education) and
Bachelor of Arts (Education) respectively). In tandem with the start of the undergraduate
programmes, there was a rapid expansion in the recruitment of faculty staff to set up two
additional schools, the School of Science and the School of Arts. In addition to the Masters in
Education, the institution added the Master of Arts in Applied Psychology, Master of Arts in
Instructional Design and Technology, and Master of Arts in Educational Management.
In 2000, NIE was relocated to the campus of NTU. As an autonomous institute, NIE
has its own infrastructure and human resources, but it is governed within NTUs
academic framework. It has a strong relationship with the Ministry of Education (MOE)
and programmes are aligned to the national goals for education.
As the sole training institution for educators in Singapore, NIE offers a variety of
training programmes. The courses offered can be broadly categorized as:
a. Pre-service teacher education programme leading to a Diploma in Education for non- graduates
and Postgraduate Diploma in Education for students who already have a bachelors degree.
56
1. The Values3, Skills and Knowledge Model (V3SK) will guide the design and delivery
of NIEs programmes. The three values are: learner-centered values putting school
pupils as the focus of the teachers work, teacher-identity values, and values of
service to the profession and community.
2. Develop a framework of Graduand Teacher Competencies that will articulate a set of
professional standards.
3. Strengthen the theory-practice nexus through reflective practices.
4. Extend pedagogical repertoire to enable teachers to teach in an innovative manner.
5. Develop an assessment framework that measures 21st century learning.
6. Enhance pathways for professional development of teachers.
For
further
review
of
the
model,
please
http://www.nie.edu.sg/about-nie/ teacher-education-21
refer
to
the
website,
Admission to NIE
All student teachers who enrol in the teacher education programmes at NIE are employed as
untrained teachers in the national teaching service. They receive a salary and the MOE pays for all
tuition and approved fees. (Students taking the four-year Bachelor of Science (Education) and
Bachelor of Arts (Education) degree programmes receive a salary for the first two years and may
receive a stipend during the third and fourth year, based on good academic performance.)
The application and selection process is dealt with by MOE. When a potential candidate
wishes to become a teacher, he/she applies to MOE. It selects candidates based on
academic qualifications, attitude, aptitude and manpower needs in the teaching service.
Candidates who meet the academic qualifications are shortlisted for an interview with a
panel comprising of MOE officials and school principals. Suitable candidates are sent to
schools for attachment while waiting to be admitted to NIE either in August or January.
57
under this category, namely, PGDE (Primary School teaching), PGDE (Secondary School teaching),
PGDE (Junior College teaching for Grades 11-12) and PGDE (teaching of Physical Education).
Undergraduate programmes
NIE offers three undergraduate programmes for student teachers. The Bachelor of Science
(Education) and Bachelor of Arts (Education) are four-year programmes that train student teachers to
teach either in primary or secondary schools. Student teachers can either opt for a General
programme, a Mother Tongue programme or a Physical Education programme. Admission criteria
are based on the universitys general admission criteria and subject-specific requirements identified
by NIE. Applicants attend a selection interview to assess their attitude and communication skills.
Only non-graduate primary school teachers who are currently in the teaching service
are eligible to apply for the Bachelor of Education programme. The programme is
specially designed for candidates with classroom teaching experience (B Ed handbook,
2010). As the MOE is moving towards an all-graduate teaching force, this programme
allows teachers to upgrade. The programme structure is flexible and the number of
courses that teachers take depends on the previous courses they have taken.
Diploma in education
This two-year programme prepares student teachers to teach in primary schools. There are many
tracks within the programme. The General track prepares student teachers to teach Mathematics,
English Language, and one of the optional subjects Science and Social Studies. There are three
specialized tracks. The first is for the teaching of the Mother Tongue at primary level (Chinese, Malay,
Tamil). The second focuses on Art or Music. The third track covers the teaching of Home Economics
at lower secondary level. In addition, there is a Diploma in Special Education which trains student
teachers to teach in special schools. Student teachers who have performed well academically may
join the bachelors programme and continue study for another two years to graduate with a BA
(Education) or BSc (Education). The Diploma in Education programme is slowly being phased out to
prepare for a full-graduate teaching workforce and is expected to end in 2015.
Length of
programme
PGDE (Primary) Trains student teachers to teach Mathematics, English Language and 1 year
Science or Social Studies in primary school. Specialization track to
teach Mother Tongue (Chinese, Malay, Tamil).
PGDE (Secondary) Trains student teachers to teach two curriculum subjects in
1 year
secondary school. Specialization track to teach Mother Tongue.
PGDE (Junior
Trains student teachers to teach one subject in junior college.
1 year
College)
PGDE (Physical Trains student teachers to teach physical education either in the 2 years
Education)
primary or secondary school.
Bachelor
Trains student teachers to teach either in the primary or secondary 4 years
of Science
schools. Student teachers are required to study courses in Education
(Education).
Studies and two academic subjects.
Bachelor of Arts
(Education)
Bachelor of
A part-time course for non-graduate primary school teachers.
3.5 years (part-time)
Education
Teachers are required to attend the last semester full time for
completion of the degree.
58
Description of Programme
Diploma in
Education
Description
Student teachers will learn the key concepts and principles of education that are
necessary for effective teaching and reflective practice in schools. They will also have the
opportunity for in-depth study of some significant aspects of education (NIE, 2010). There
are four courses under this category;
Educational Psychology I: Theories and Applications for Learning and Teaching
The Social Context of Teaching and Learning
Educational Psychology II: Teaching and Managing Diverse Learners in the Classroom
ICT for Meaningful Learning
Curriculum studies
Student teachers specialize in the methodology of teaching at either the primary school
level, secondary school level or junior college level. These studies are designed to give
student teachers the pedagogical skills in teaching specific subjects in Singapore schools
(NIE, 2010).
Subject Knowledge This group of courses aims to reinforce subject content mastery for primary school
teaching. Student teachers in the primary track must offer Subject Knowledge courses
aligned with their choice of CS subjects (NIE, 2010). For student teachers who are
pursuing their bachelor degrees, they have to continue study further in the subjects
during their last two years of study.
LEADS - Language The course prepares student teachers with oral and written skills necessary for effective
Enhancement and
communication as teachers in the classroom and in their professional interaction with
Academic Discourse colleagues, parents and the general public (NIE, 2010).
Skills
Practicum Teaching The aim of the practicum is to provide student teachers with the opportunity to develop
Practice
teaching competencies in a school environment.
Group Endeavors
All student teachers have to be involved in this project. GESL is a service-learning project
in Service Learning which aims to provide the student teachers with the skills of conducting service-learning
(GESL)
projects and a chance to be connected with the local communities.
Meranti Project
The Meranti Project is a MOE-funded personal and professional development
programme specially tailored for student teachers (http://www.nie.edu.sg/office-teachereducation/meranti-project) The aim of this programme is to allow student teachers the
opportunities to have a dialog with veteran teachers and school pupils so that they can
have a better insight into the role of a teacher and to experience the core competencies
of social and emotional learning.
59
components computers and audio-visuals. Student teachers were required to learn about
computer hardware, operating systems and the use of simple productivity software. They were
taught how to evaluate computer-assisted instructional software for use in the classroom.
Since the late 1990s, the course has been aligned with national plans for ICT in education. In
1997, then prime pinister, Goh Chok Tong, announced a new vision for education entitled
Thinking School, Learning Nation (TSLN), (Goh, 1997). This articulated the need to transform
Singapores education system in order to prepare the workforce to be knowledge workers.
Based on the new vision, a number of initiatives were introduced into the education system,
including the first five-year ICT for Education Master Plan (MP1) spanning the period from 19972002. To help articulate the goals, the MOE identified four key educational dimensions including:
curriculum and assessment, acquisition and development of learning resources, building
physical and technological infrastructure, and human resource development.
In order to align with the national ICT plan, the NIE set up an ICT steering committee. It was
decided that from 1997 to 2000, all participants in ICT course would be provided opportunities to
learn how to operate and set up a computer, become familiar with the menus and functions of
the Windows operating system, acquire basic skills in word processing and be able to create
simple PowerPoint presentations. From 2000, the course focus shifted from teaching of basic
computing skills to an emphasis on learning with ICT. Topics included: the Windows operating
system, the use of word processors for editing and process writing, teaching mathematical
principles and concepts through the use of spreadsheets, evaluating and selecting appropriate
multimedia software, designing lesson plans that incorporated the use of computer-based
instructional materials, and managing learning in a computer laboratory environment.
In 2003, the second Master Plan for Education 2003-2008 (MP2) was launched with a
focus on the pedagogical applications of ICT, and in particular, with engaging students
in learning. MP2 encouraged the effective and pervasive use of ICT to enhance
educational processes and structures. There were six desired outcomes in MP2 and
they were all focused on instruction and assessment.
a) Pupils use ICT effectively for active learning
b) Connections between curriculum, instruction and assessment are enhanced using ICT
NIEs ICT curriculum shifted from a basic skill course to a pedagogical course which
required student-teachers to design an ICT-based lesson. Course components
included evaluating Internet websites, use of resource-based learning approaches, and
exploring the use of learning objects for teaching and learning.
The third ICT Master Plan for Education 2009-2013 (MP3) was launched in August 2008. It focused
on strengthening students competencies in self-directed learning, engaging students in meaningful
activities to achieve deeper learning, and collaboration skills through authentic activities. In the plan it
was also proposed that mobile computing be used to enhance students learning experience. Web
2.0 tools and applications were cited as tools for collaborative learning.
60
The current ICT course for student teachers was designed to align with MP3. It incorporates social
media for learning, Web 2.0 tools, and social-constructivist approaches to teaching and learning.
2. ICT-related course/curriculum
ICT for Meaningful Learning prepares student teachers to focus on the design of meaningful
learning activities mediated by ICT tools. These include the use of NIEs learning management
system to download and upload documents, and the use of on-line forum for discussion, on-line
assessment, and web-based collaborative tools for group work. Concept-mapping tools are
used to record ideas or to brainstorm for ideas. Student teachers also analyse critical issues
related to ICT- mediated instruction, such as managing an ICT-based classroom and
cyberwellness. Student teachers are assessed on their skills and knowledge in designing
meaningful ICT-mediated teaching and learning activities (NIE, 2010).
Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
Activities
Review international literature and
official MOE documents (e.g. MP3
documents) on ICT for teacher
education. Identify trends of ICT
use in schools, and align these
with NIEs and MOEs direction.
Responsible person(s)
Duration
A committee is set up by
3 months
the Heads of the Academic
Groups (AG). This committee
is chaired by a faculty
appointed by the Head. The
Chair of the committee works
together with a co-chair and
five other faculty members.
Analyse the goal statements
Chair, co-chair and
2 weeks
and perform a mapping process committee members. The
to ensure that the statements
chair will counter-check the
are aligned with educational
document by cross validating
goals of the teacher educational it with the Head/AG.
programme in NIE.
Translate these goal statements Chair, co-chair and
2 weeks
into objectives. Craft assessment committee members.
modes that will ensure that these
objectives are met.
Identify tasks that can help to
Faculty staff who are
2 weeks
achieve these objectives.
responsible for specific
units. Chair and co-chair will
provide feedback.
Create a lesson unit which
Based on agreed structure 4 weeks
contains a sequence of activities of design for activities,
to achieve each task that has been individual staff responsible
identified. Design activities and for each unit will prepare
resource materials.
materials.
Validate content, activities, and Chair and co-chair to validate 2 weeks
materials to ensure they are in and give feedback.
alignment with objectives and
assessment modes.
Prepare tutors guide and package Individual faculty staff
2 weeks
materials to be delivered into
responsible for that unit.
portal or learning management
system.
Output
A series of
statements gleaned
from the literature
and translated to
goal statements.
Refinement of goal
statements to align
with overall goals of
teacher education.
Documents with
objectives and
assessments.
Documents
recording tasks
Resource materials,
activities, and
instructions to users
Confirmed resource
materials and
activities
Tutors guides
61
2.2.2Course title: QED527 ICT for Meaningful Learning (conducted from January to April 2011)
2.2.3Course Type
Compulsory for all students in the pre-service teacher education programme
2.2.4 Target audiences
Year 1
2.2.5 Credit and degree
Number of credit: 2AU
Degree(s) to be obtained: (B.Sc, BA, etc.): BA (Edu); B.Sc(edu); PGDE; Diploma in Education
2.2.6 Course learning objectives
After completing the course, students should be able to:
1) analyse the affordances of ICT tools for ICT-mediated lessons
2) design ICT-related activities to engage learners in meaningful learning
3) manage an ICT-based learning environment (classroom, computer laboratory or outdoor mobile
learning environment)
4) offer guidance to pupils on internet safety and cyberwellness
2.2.7 Resources
Videos, PowerPoint files, YouTube videos, e-learning packages (developed locally), textbook ICT for
self-directed and collaborative learning, Chai, C. S. & Wang, Q. (2010). lesson templates.
2.2.8 Course topic
Learning activities
Instructional strategies
Delivery modes
(media)
Topic 1:
Group discussions,
Personal reflection of what ICT for
2 Videos, Chapter 1 of
Introduction
personal reflection
meaningful learning means.
text book, PowerPoint
to Meaningful
presentation, websites
Learning & ICT
MasterPlans
Topic 2 and 3:
Blended approach.
Use video as an example and a focus for Use ICT for personal
Dimensions
Participate in group
class discussions.
and group note taking.
of Meaningful
discussions and sharing Student- teachers to share their
Learning (I) and (II): of experiences.
experiences in teaching using real-world
examples. Concept and understanding
of self-directed and collaborative
learning.
Topic 4:
Cyberwellness
A scenario was designed to allow
Cyberwellness
e-learning module.
student teachers to explore further
Read, discuss, research cyberwellness issues, skills and strategies
and write a paper
to help pupils be aware of this issue.
based on their learning.
Topic 5: Lesson
Participate in
Content covered include: types of
Planning (I)
e-learning which
planning, procedures of lesson planning,
Introduction to
consists of a casesteps of planning with detailed
lesson planning
(e-learning)
62
e-learning delivered
through the LMS.
e-learning, quiz
conducted via LMS.
PowerPoint
presentations, critique
guidelines, template for
lesson plan.
Websites, PowerPoint
presentations
Weight (percentage)
15%
45%
40%
100%
63
collaborative learning. Discussion activities are built around these two videos. Student teachers
use either a concept-mapping tool or interactive-whiteboard to organize ideas and note-taking.
Topic 4: Cyberwellness
Instructional Strategy: Student teachers encounter an on-line scenario with a set of guiding questions
to help them understand issues on cyberwellness. They are given four weeks to do research on four
key questions: 1) What are the three top cyberwellness issues for your students? 2) How would you
define each of the three issues? Provide an example of situations when your students might face the
issues. 3) Why are these three cyberwellness issues important for your students to be able to
handle? 4) Will they somehow affect their personal lives? Will they affect lessons or classroom
management? Will they have other impacts on students?
Not
interested
Students
1 point
understandingof Shows little
topic
interest.
Distracted
by other
events (e.g.
mobile
phones).
Occasionally
raises a
point.
64
Low
performance
2 points
Shows signs that
s/he is thinking
through active
learning (e.g.
note taking.
At or below
average
3 points
Responds to
questions,
occasionally
asks questions
or raises a
point.
At or above
average
4 points
Gives some
good points
without much
elaboration on
points. Asks
questions and
provides ideas
and opinions
when solicited.
Exemplary
Earned
performance points
5 points
Gives good
points
with clear
explanations
and
elaborations.
Asks thoughtprovoking
questions and
provides good
answers
Objectives
Students
participation
in group
discussion
Students
participation
during on-line
forum.
Not
interested
1 point
Contributes
but shows
reluctance.
At times,
gets
distracted
Low
performance
2 points
Provides an
opinion but
clearly shows
no prior
preparation
before group
discussion.
At or below
average
3 points
Makes random
comments
that repeat
what others
have said. No
contribution of
new ideas
At or above
average
4 points
Engages in
the discussion,
occasionally
uses materials
from readings.
1 point
Participates
by posting
once
and then
disappears
2 points
Gives simple
response like
agree or
disagree.
3 points
Offers opinions
but not
supported by
explanations.
Does not
react to other
students
postings
4 points
Offers opinions
and supported
by references.
Reacts to other
postings with
simple replies
Exemplary
Earned
performance points
5 points
Engages in
the discussion,
and often
cites specific
references
to materials
from readings.
Shows good
facilitation skills
5 points
Participates
forum actively
by giving
opinions and
ideas backed
by good
references. May
suggest further
discussions.
Score:
The purpose of this assignment is to get you thinking about some of these issues, specifically to:
You can think along two possibilities: 1) to cover the cyberwellness issue in a
separate lesson by itself; or 2) to integrate your cyberwellness issue into a regular
curriculum subject (CS) lesson. Choose one approach separate or integrated.
65
4. What practical concerns may occur during the implementation of the lesson? In
other words, what may go wrong? (5 marks)
Marking guidelines for individual assignment:
1. Description of cyberwellness issue and rationalization of importance (10 marks)
Description of cyberwellness issue is: clear and comprehensive with adequate
coverage of definition supported by relevant references.
Rationalization of importance for targeted students is well-argued; Importance of the
issue based on the target learners, their personal and/or school needs is well-articulated.
Task
This is a group assignment and there should be three to four members in your group.
Your task is to design a lesson which fosters meaningful learning through the use of
ICT. You will need to rationalize your design of the lesson.
Your lesson ideas should be based on a common curriculum subject (CS) for all members
in your group. Your group may wish to identify a topic or sub-topic that you feel could have
been better taught using ICT, rather than a more traditional method. This lesson should be
implemented within 60-120 minutes. Be sure that the topic you have identified is relevant to
the present school curriculum. Please refer to MOE or SEAB (Singapore Examinations and
Assessment Board) syllabi when considering your learning objectives.
66
Lesson activities are logically sequenced and coherently linked. The design of the
assessment of students learning is aligned with the learning objectives.
2. Lesson plan rationale (10 marks)
The rationalization of the following aspects are coherently argued in terms of:
- How lesson activities are designed to incorporate meaningful learning
- How the affordances of the ICT tool employed are utilized to support meaningful learning.
Is technically sound e.g. clear navigational structure, working hyperlinks, the choice of
fonts, colors, and layout are in line with basic design principles, etc.
Sample student products (if any) effectively illustrate the expected learning outcomes.
67
Brief description
68
Student teachers face major challenges when they are posted to schools after completing their
training in NIE. As beginning teachers in the school system, they must cope with a wide number
of demands while they are simultaneously expected to be innovative in the use of ICT in their
teaching. It has been reported that within a six-month period, beginning teachers are more at
ease with the school system and begin to apply what they learned in NIE.
69
Overlapping of course content within NIEs general training programme is another challenge.
For example, both ICT for Meaningful Learning and Curriculum Studies teach lesson planning. It
is important that the various academic groups have an open dialog and share their course
content. ICT is also used in the teaching of specific subjects. For example, mathematics
courses may include teaching on specific software applicable to the teaching of geometry or
algebra. Science lecturers may demonstrate the use of data loggers for science experiments,
and music lecturers may use composer software to help student teachers in music composition.
The future of using technology for teaching and learning is always challenging and it is
imperative for faculty staff to be constantly updated. While LST faculty are up-to date
on innovative uses of technology for teaching and learning, other faculty need more
exposure. NIE needs to walk the talk. Encouraging all faculty staff to incorporate the
use of technology in teaching remains a major challenge for the institutes leadership.
References
Chen, A. Y. and Koay, S. L. 2010. Transforming Teaching, Inspiring Learning: 60 years of
teacher education in Singapore, 1950-2010. 2010. Singapore: National Institute for Education.
70
Abstract
The Faculty of Education, Rajabhat Mahasarakham University, provides teacher education
programmes in line with Thailands national education policy. Faculty members also conduct
research and development on educational instruction and curricula. This paper discusses an
instructional model for a course that used ICT for teaching and learning. Learning activities were
taught in the regular classroom and through the Internet, which was used extensively inside and
outside of the classroom to facilitate teaching and learning activities, content sharing, and
communication between teachers and learners. The research indicated that students who
participated in using ICT in teaching and learning had higher academic achievement and a
higher level of satisfaction than those traditional lecture-based classes. The results were caused
by the systematically-developed curriculum including an instructional development through the
assessment of the experts in educational technology, curriculum and instruction. Moreover, the
data of documentary study on instructional development and educational technology including
learnerss needs were employed for the research on education. The instructional model was
subsequently used for other subjects focusing on thinking and professional skill development for
the enhancement of learning achievement and skill in information technology.
The application of ICT for education at the Faculty of Education, Rajabhat Mahasarakham
University was useful and practical for graduate students. The students developed their
knowledge and skill in ICT for education. In addition, teachers used ICT to encourage and
facilitate their students. Teaching materials were developed by the participatory method of
students. The students were provided the opportunity to share the ideas of design, decision
and development of the teaching materials through ICT.
1. Institutional context/background
1.1 Introduction to Rajabhat Mahasarakham University
Rajabhat Maha Sarakham University is located in Muang District of Maha Sarakham Province,
in the heart of Northeast Thailand. The University prides itself in having trained its students to
become graduates in the field of education, as well as other professions who serve in a variety
of sectors in many parts of the country. Since its establishment in 1925, the Institute has played
an important role in the development of the community and the region. It has been part of the
name Muang Takasila which is used to refer to Maha Sarakham as a prominent source of
education where people can seek knowledge of various disciplines
The Faculty of Education, Rajabhat Mahasarakham University, plays an important role in providing
teacher education programmes from the diploma to the doctoral level. The faculty also provides
71
academic services to teachers, university staff and students focusing on educational research
and development. The main purposes of the universitys research and development work are:
into
the
technical
and
The course implementation showed that students had higher academic achievement in
comparison with the traditional instruction, which focused on lectures by an instructor.
(Teerawut, 2004) In addition, students improved their skills in effectively using
information technology for education.
2. ICT-related course/curriculum
2.1 Development process
The development of curriculum and learning/teaching activities for the Innovation and
Information Technology for Education course focused on using information technology for
instruction. The development process took twenty eight weeks and involved five steps,
which details presented in Table 1 Steps in Curriculum Development: (Grafinger, 1988)
1) Problems and needs analysis: A literature review and a survey of 200 students were used to
collect data on needs and design of the course. The findings indicated that students needed
a student-centered learning approach, and to participate in learning and teaching activities
72
as well as in evaluation. They needed to learn through modern media, and to learn as a
group rather than as individuals. (Phusit, 2005) The results of the survey were used to
design a framework for the course curriculum. The framework was discussed by 10 experts
from higher education institutions in a Focus Group Discussion (FGD). (Kumar,1987) This
discussion concluded that the instructional model for the course should be based on
constructivist theory and cooperative learning through a computer network. Teachers would
provide learning and teaching activities on the network, focusing on group assignments and
evaluation, and would provide students with guidance on their activities. Students would be
able to communicate with teachers and others through the Internet.
2) Design of the course content, activities and evaluation: The course content was
designed by teachers and covered covering seven topics relating to theory and
practice. It was then assessed by five teaching experts.
3) Development of e-instructional materials: The results of Step 2 were used to write
lesson plans for 16 weeks (4 periods per week; 50 minutes per lesson) and to create
the lesson in-the-computer network using the Moodle learning management system.
The lessons were assessed by five experts in the development of teaching materials.
4) Implementation of learning and teaching activities: The activities and materials were tested
on students who enrolled in the course in January 2009. Pre-testing was carried out with
students to classify them into groups of four. Each group consisted of one student with a
high score, two students with moderate scores, and one student with a low score. Each
group carried out activities assigned by the teacher, presented its results in class, and
discussed problems with both teachers and members of other groups.
5) Evaluation of the instruction: A post-test was carried out to assess the learning
outcomes of individual students, evaluate their performance, and measure their
level of satisfaction with the use of the instructional model. The post-test also
served as an input to improve instruction in the next semester.
The development process for the course consisted of five steps as follows: (Prawit et al, 2008)
73
Step 2
Step 3
Step 4
Step 5
Activities
Survey of problems
and needs, and
research relating
to professional
development
Design of the
content, instructional
activities, evaluation
Output
Framework of
instructional
development
Instructors from
the Faculty of
Education
2 weeks
1)
2)
3)
4)
Instructors from
the Faculty of
Education
Instructors
from Rajabhat
Mahasarakam
management based University
on specified plan
5 weeks
Development
of instructional
materials
Implementation
of instructional
activities
Instructional
evaluation
16 weeks
Instructors from
1 weeks
Rajabhat University
Course content
Course objective
Instructional activities
Instructional
evaluation model
Lesson Plans
5) Students learning
outcomes
6) Problems and
limitations of
instruction - inputs for
improvements
7) Students learning
outcomes
8) Instructional efficiency
9) Students opinions of
their experience of
using ICT
74
2.2.8 Resources
1) Computer Laboratory
2) Teaching documents
3) Multimedia and equipment for presentation
4) Wireless electronic network system
5) Personal Notebook Computer
2.2.8 Course topic
Topic 1
Meaning and
Territory of
Education
Technology
Learning activities
Instructional strategies
Week 1
1) Lecture
1) Orientation (50 minutes) 2) Self study report
2) Class Assignment and
Condition (20 minutes)
3) Lesson Planning
(30 minutes)
4) Learning through
Web and Sharing
(100 minutes)
3) Demonstration
4) Learning through the
web
5) Coaching
6) Learning both
stand-alone and on
networked system
Week 2
5) Conclusion of Thoughts
and Sharing (100
minutes)
6) Learning Performance
Evaluation (100
minutes)
Topic 2
Principles
and Theory
of Education
Technology
Week 4
5) Conclusion of Thoughts
and Sharing
(100 minutes)
6) Learning
Performance
Evaluation
(100 minutes)
Week 3
1) Lecture
1) Orientation (50 minutes) 2) Self study report
2) Class Assignment and
Condition (20 minutes)
3) Lesson Planning
(30 minutes)
4) Learning through
Web and Sharing
(100 minutes)
3) Demonstration
4) Learning through the
web
5) Coaching
6) Learning both
stand-alone and on
networked system
- Search engine
Web based Instruction for Learning;
Moodle: http://www.edurmu.org/lms
Instructional document
- Production and Presentation :
Multimedia for Education
Author: Prawit Simmatun (PDF file )
Resources on the web
- Digital video on web
- Lecture recording
- Classroom presentation
- recording of students
- PowerPoint Presentation
- Communication Tools
- Chat room
- Webboard
- Wiki
- Multimedia
- Search engine
- Web based Instruction for learning;
Moodle
http://www.edurmu.org/lms
75
Topic 3
Instructional
Media
Learning activities
Week 5
1) Orientation (50 minutes)
2) Class Assignment and
Condition (20 minutes)
3) Lesson Planning
(30 minutes)
4) Learning through
Web and Sharing
(100 minutes)
Instructional strategies
1) Lecture
2) Self study report
3) Demonstration
4) Learning through the
web
5) Coaching
6) Learning both
stand-alone and on
networked system
Week 6
5) Conclusion of Thought
and Sharing (50
minutes)
6) project report
(100 minutes)
7) Learning Performance
Evaluation (50 minutes)
Topic 4
Week 7
Production and 1) Orientation (50 minutes)
Presentation :
2) Class Assignment and
Multimedia for
Condition (20 minutes)
Education
3) Lesson lanning
(30 minutes)
4) Learning through
Web and Sharing
(100 minutes)
1) Lecture
2) Self study report
3) Demonstration
4) Learning through the
Web
5) Coaching
6) Learning both via
stand-alone and on
networked system
Week 8
5) Conclusions of
Thought and
Sharing (50 minutes)
6) Project report
(Progress Report)
(100 minutes)
7) Learning Performance
Evaluation (50 minutes)
Midterm
Topic 5
Education
innovation
Week 9
Learning activities
Week 10
1) Orientation (50 minutes)
2) Class Assignment and
Condition (20 minutes)
3) Lesson Planning
(30 minutes)
4) Learning through
Web and Sharing
(100 minutes)
Instructional strategies
1) Lecture
2) Self study report
3) Demonstration
4) Learning through the
web
5) Coaching
6) Learning both in
stand-alone and on
networked system
Week 11
5) Conclusions of Thought
and Sharing (50
minutes)
6) Project report (Progress
report) (100 minutes)
7) Learning Performance
Evaluation (50 minutes)
76
Topic 6
Week 12
1) Orientation (50 minutes
Information
Technology for 2) Class Assignment and
Education
Condition (20 minutes)
3) Lesson Planning
(30 minutes)
4) Learning through
Web and Sharing
(100 minute)
1) Lecture
2) Self study report
3) Demonstration
4) Learning through the
web
5) Coaching
6) Learning both in
stand-alone and on
networked system
Week 13
5) Conclusions of Thought
and Sharing
(50 minutes)
6) Project report (Progress
Report) (100 minutes)
7) Learning Performance
Evaluation (50 minutes)
Topic 7
Learning
resources
and learning
network
Week 14
1) Orientation (50 minutes)
2) Class Assignment and
Condition (20 minutes)
3) Lesson Planning
(30 minutes)
4) Learning through
Web and Sharing
(100 minutes)
1) Lecture
2) Self study report
3) Demonstration
4) Learning through the
web
5) Coaching
6) Learning both via
stand-alone and on
networked system
Week 15
5) Conclusions of Thought
and Sharing (15
minutes)
6) Project report (Final
Report) (150 minutes)
7) Learning Performance
Evaluation (35 minutes)
Final
Instructional document
- Production and Presentation :
Multimedia for Education
Author: Prawit Simmatun (PDF file )
Week16
Final
30%
77
Project
20%
100%
Evaluation criterion
(score and learning
performance rating):
Score: 85-100, A
Score: 80-84, B+
Score 75-79, B
Score 70-74, C+
Score 65-69, C
Score 60-64, D+
Score 55-59, D
Score 0-54, F
The findings of the course implementation indicated that students had comprehension
and competency in designing, constructing, and innovating with ICT. They were able to
search for appropriate learning resources and to develop ICT-supported instructional
materials. The students reported a high level of satisfaction in using the model.
The findings indicated that the average scores of course students and others were
significantly different. The average score of students in innovation and information
tecghnology for education who learned through the Internet was 86.68%, while the average
score of the students who learned in a traditional lecture-type classroom was 58.62%. The
findings indicated that the application of ICT together with lectures improved the learning
achievements of students. The findings also indicated that teachers used a variety of
teaching materials for more efficient instruction and spent less time lecturing in class.
78
The findings showed that students could more easily use ICT in searching for resources and
constructing, designing, and developing instructional materials. Evaluations conducted on online
communication logs and interactions with instructors on the website indicated that students
were confident in expressing their viewpoints as well as in using computers. They also provided
continuous advice and feedback to their fellow students. As a result, the instructional model has
been extended to courses focusing on practice, team work and use of ICT for education in the
Faculty of Education. Students were satisfied because they saved money on teaching materials,
and because the model provided them with opportunities for self study. Rajabhat Mahasarakam
University has since formulated major policies on providing facilities such as computer and high
speed internet for instructors and students as well as appropriate computer training courses.
In conclusion, the findings indicate that the application of ICT is very practical and
useful for instructional purposes. Students are satisfied with the active learning model,
and the students are also provided more opportunity to learn by themselves which
affects their higher learning achievement.
However, the problem encountered is lack of computer skill and using internet of the students. The
solution is following up, communicating, giving advice to students through Email , Facebook and
Skype . Finally learning activities of the students should be promoted onThai Teachers TV, other
television stations in Thailand and the website at http://www.thaiteachers.tv/tv/?t=10&c=372
organized by the Commission on Higher Education, Ministry of Education.
79
Acknowledgement
The author expresses his appreciation to the administrative committee, faculty
members, students of the faculty of Education, Rajabhat Mahasarakham University, for
academic cooperation and ICT support. He also appreciates Associate Professor Dr.
Narongrit Sopa, a deputy director for International Relations and International
Education, Rajabhat Mahasarakham University and Dr. Martin Dougiamas for their
experitise in learning management system: moodle and cooperation in editing his work.
References
Grafinger, Deborah J. 1988. Basics of instructional systems development. INFO-LINE
Issue 8803. Alexandria: American Society for Training and Development.
Kumar, K. 1987. Conducting focus group interviews in developing countries. A.I.D.
Program Design and Evaluation Methodology Report No. 8. Washington, D.C.: U.S.
Agency for International Development.
Boontongtung, Phusit. 2005. The Studying Style of Mahasarakam Rajabhat University.
Faculty of Education, Rajabhat Mahasarakham University.
Simmatun, Prawit., Sanrach, Charan., Arreerard, Wittaya. 2008. A Development of
Instructional Model using Collaborative Learning on Computer Network Based Learning
for Undergraduate Student Based on Constructivist Theory. International e-Learning
Conference. 2008. (IEC2008) : e-Learners in the Generation 2.0. , November 20-21,
2008 (pp. 45-46). Bangkok, Thailand.
Sopiskul, Teerawut. 2004. The Development of Collaborative Instructional Model of the
courses in Social Science of Higher Education. Doctoral Thesis: Khon Kaen University.
80
Abstract
Hanoi National University of Education (HNUE) is one of Viet Nams leading teacher training
institutions. The university has 23 subject faculties, including the Faculty of Biology. Applying ICT in
Biology Education is a two-credit course for 4 th-year pre-service teachers studying biology. The
newest version of the course was designed using the Technological Pedagogical Content Knowledge
(TPACK) model and other models. It seeks to provide pre-service teachers with appropriate ICT
skills, embedded with suitable pedagogies. Using blended learning and hands-on activities, students
explore trends in ICT in education and learn basic and advanced skills. For example, students learn
to plan a biology unit carried out through e-lecturing for face-to-face training, and to infuse ICT into a
biology unit/topic. ICT-based assessments are also covered. By the end of the course, students
should be able to use ICT to design new learning environments and to help pupils obtain both
scientific knowledge and skills in the effective use of ICT.
1. Institutional context/background
1.1 Introduction to Hanoi National University of Education
Hanoi National University of Education (HNUE) was established in 1951 and is a leader in
teacher education in Viet Nam. As well as training teachers and education managers,
HNUE plays a lead role in developing educational curricula, textbooks, and guidebooks,
and in developing education policy. At the undergraduate level, the university has 42
training programmes. There are 49 masters programmes and 41 doctoral programmes.
HNUE launched an ICT programme in the early 2000s and subsequently established a
specialist ICT, the faculty of Information Technology. In addition, the university encouraged
all other faculty to apply ICT in research and teaching. The universitys ICT infrastructure
has seen progressive upgrading. For example, about 1,000 personal computers with
LAN/Internet leased line connections were acquired to support ICT-rich education curricula.
81
th
4 -year students
rd
3 -year students
IT integrated into subject
methodology curriculum
nd
2 -year students
Basic TI skills
st
1 -year students
During their first two years of study at undergraduate programme, all pre-service teachers study
General Informatics, which covers the fundamentals of computer hardware and software,
including Operating Systems management. They are introduced to Microsoft Office (Word,
Excel and PowerPoint) and to the Internet. In the last two years of their study, depending on the
specific subject a student is learning, students study advanced ICT skills (multimedia editing,
simulations), appropriate features of general software, and specific educational software.
With professional support from parties such as Intel, Microsoft and especially, UNESCO
Bangkok, HNUEs approach to ICT in education has become increasingly progressive in recent
years. For example, the course Applying ICT in Biology Education was updated under the Next
Generation of Teachers Project of UNESCO Asia and Pacific Regional Bureau for Education,
using the Technological Pedagogical Content Knowledge (TPACK) model and the ASSURE
model (Analyse Learners; State Objectives; Select Methods, Media and Materials; Utilize Media
and Materials; Require Learner Participation; Evaluate and Revise).
2. ICT-related course/curriculum
2.1 Development process
Table 1 below describes the process of course development.
Table 1: The ICT related - course development process
Steps
Step 1
Step 2
Step 3
Step 4
82
Activities
Analyzing learners
status and needs
Defining ICT
competencies for
teachers of biology
Stating the objectives
of the necessary
learning modules
Building the course
structure and selecting
references
Responsible person(s)
Van Hien NGUYEN
Duration
1 month
3 months
Output
Status report of students
ICT competencies
Report on the necessary ICT
skills for teachers of biology
Revised course objectives
Step 5
Designing learning
activities and
assessments
Step 6
Writing a teaching
Van Hien NGUYEN and 3 experts 3 months
guideline review by 3
experts
Finalizing the teaching Van Hien NGUYEN
1 month
guideline
Step 7
Student centered
activities and performance
assessments that integrate
ICT
Inputs/comments from
reviewers for the teaching
guideline
A guidebook for applying
ICT in biology education
Faculty/School: Biology
Department:
Biology Teaching Methodology
Learning activities
Instructional strategies
Activity 1: Reporting on
compulsory reading
Inquiry Learning
Blended Learning
Discussion
83
Case studies
Case Studies
Final
Total
84
Blended Learning
Blended Learning
Reflective Discussion
Hands-on
Topic 2: Modifying
and Creating
Multimedia
Resources (Week 3-5) Activity 4: Edit and create
biology animations
Activity 5: Edit and create
biology video clips
Topic 3: Designing Activity 6: Design a biology
a Constructivist
lesson supported by either
biology lesson
the Microsoft PowerPoint or a
integrated with ICT WebQuest
(Week 6-8)
2.2.9 Course assessment
Categories
Description
Attendance
Students are required to attend
at least 80% of discussion time
on F2F sections.
Participation
Students are required to actively
participate in all learning
activities, include online and
offline.
Midterm
Formative Assessment is used
in both the theory part and
practice course sections.
Blended Learning
F2F training
F2F training
Hands-on
F2F training
Weight (percentage)
10
10
30
Theory section: 15
and Practice section: 15
Theory
Topic 1: Overview of ICT in Education (Week 1-2):
Learning Outcomes: Students will be able to:
Discuss critically the roles, principles and trends in using ICT in teaching and learning in general
Set a grid/matrix with clear criteria for choosing ICT tools in teaching a specific
content to a specific audience.
Learning activity 1: Reporting on compulsory reading
Brief description of activity:
- Task 1: Students are asked to read compulsory books and web links that discuss the
roles, trends and principles of using ICT in education. Students are also encouraged
to research related online and offline resources.
- Task 2: Students, individually, have to sum up what they have read and send the
summary to the teacher via email.
- Task 3: In class, students form groups to share what they have learned. Groups come up with
a table/matrix for selecting appropriate ICT tools in the teaching and learning process.
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- Task 2: In class, students organize into groups and develop a rubric to evaluate the elesson. Then, groups create sample lessons of their own.
- Task 3: In class, each group shows its sample lesson and its rubric for discussion.
- Task 4: In class, students watch a video clip demonstrating a biology class utilizing an ICT-based
learning activities model (Students later find the clip on YouTube for future reference). Then, the
class discusses the building of a rubric for assessing a biology e-lesson (a lecture lesson
supported by ICT).
Learning activity 5: Design a biology lesson supported by ICT
Brief description of activity:
- Task 1: In groups, the students discuss a procedure to build an effective lecturing
environment supported by ICT.
- Task 2: Using GoogleDocs, as a whole class, students cooperate to finalize the procedure.
- Task 3: Groups design their own biology lessons supported by ICT, following the
procedure finalized by the whole class.
- Task 4: In class, each group showcases its outputs and discusses them.
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questions.
Learning activity 7: Design a biology lesson infused with ICT.
Brief description of activity:
- Task 1: In groups, the students discuss a procedure to develop a biology lesson incorporating ICT.
- Task 2: Using GoogleDocs, as a whole class, students cooperate to finalize the procedure.
- Task 3: Groups design their own biology lessons infused with ICT, following the procedure.
- Task 2: Every group shares their outputs in the NiceNet class portfolio.
- Task 3: In class, students discuss the characteristics of ICT-based assessment in the field of
teaching biology.
Learning activity 9: Reflection on lessons learned.
Brief description of activity:
- Task 1: Each group member develops a reflection paper on what he/she learned. Guide
questions for reflection: What have I learned? How did I learn? What new skills did I
acquire? How can I develop these skills for my students? What more do I want to learn?
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- Task 2: Every participant sends the reflection paper to the teacher via email.
- Task 3: In class, the teacher shares some significant findings based on the reflection
papers and allows the class to discuss and make conclusions on how they have
developed themselves through the course.
Practice:
The Practice section develops students technological skills through hands-on activities.
The common procedure has the following steps:
Step 1: The teacher states the objectives of the task
Step 2: The teacher demonstrates the skills at a normal pace, with explanations
Step 3: The teacher systematically demonstrates the skills and lets students follow
Step 4: The students practice the skills on their own, and conduct self-assessment and
peer evaluation.
Step 5: The students practice the new tasks/skills under the teachers guidance and suggestions.
Find images of a cell using a Vietnamese keyword (T bo) in two ways: a) with
quotation marks around the keyword and b) with no quotation marks around the
keyword. Comment on the returned results and present conclusions here:
..........................................................................
..........................................................................
...........................................................................
...........................................................................
..............................................................................
Find images of a cell using a Vietnamese keyword (T bo) and a keyword in English
(Cell). Comment on the returned results and present conclusions here:
..........................................................................
..........................................................................
...........................................................................
...........................................................................
..............................................................................
Find images using the keywords succession and virus. Comment on the returned
results and present conclusions here:
..........................................................................
..........................................................................
...........................................................................
...........................................................................
..............................................................................
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- Task 2: Students are required to search and make a collection of useful links on
general biology, the environment or human anatomy. They must share their findings
on the Link Sharing section in the NiceNet Class.
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Original
Modification
Task 2: Students use Microsoft PowerPoint to create an animation for injecting virus
DNA into host cell (See Figure 4).
Task 3: Students combine both Microsoft PowerPoint and Microsoft Gif Animator to
make an animation of Double Fertilization.
Figure 4: A screenshot of the editing mode in Microsoft PowerPoint
Notes: Level A = 1.5 mark, Level B = 1.0 mark, Level C = 0.5 mark
Practice
For a specific technological skill, the teacher uses a quick performance rubric with a
Likert-type scale to evaluate students performance. Table 2 below is a sample rubric
for evaluating students Microsoft PowerPoint skills. Teachers can use this rubric to
observe and assess students performance quickly and directly.
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Skills
Launching the software
Add text, pictures
Add effects for objects
Design animation/modelling (Build
interactive presentations, using
hyperlinks, creating interactive objects,
working with Slide Show options).
Create effective template (work with a
Design template).
Save file and Print a presentation
Advanced
+
+
+
+
Intermediate
+
+
+
__
Basic
+
+
__
__
Undeveloped
+ (__)
__
__
__
__
__
__
__
Descriptions
Having selected correct information that needed supporting/
demonstrating by ICT
Having selected right/appropriate digital resources, matching with
textbook/with content knowledge for secondary school level
Having designed student centered activities and utilized strong features
of ICT
Having demonstrated abstract knowledge. The modelling is exact and
interesting for students cognition.
Having designed ICT based assessment with clear layout, objective-based
and matching students level.
Mark
1
Total
2
3
2
2
10
Summative assessment
By combining a short multiple-choice test with hands-on activities, students undergo
summative assessment measures.
Examples of multiple-choice type of test questions are presented below.
1. When teaching flower structure, a teacher showed a picture of a flower structure on a
screen and then questioned students. What do you think about his/her way of utilizing ICT?
3. What kind of ICT-based assessment techniques should you choose to assess students
ability to show the stages of Complete Metamorphosis (e.g. life cycle of butterflies)?
C. 4
D.4 3 5 2 1
1
2
3
4
Total
74
77
83
106
340
n
0
0
0
0
0
1-4
%
0.0
0.0
0.0
0.0
0.0
5
n
11
14
14
17
56
6
%
14.9
18.2
16.9
16.0
16.5
n
18
23
19
26
86
7
%
n
24.3 32
29.9 29
22.9 30
24.5 35
25.3 126
%
43.2
37.7
36.1
33.0
37.0
n
13
10
19
27
69
%
17.6
13.0
22.9
25.5
20.3
n
0
1
1
1
3
10
%
0.0
1.2
1.2
0.9
0.9
n
0
0
0
0
0
%
0.0
0.0
0.0
0.0
0.0
37
35
30
25.3
25
20.3
20
16.5
15
10
5
0
0.9
0
10
Marks
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The course was piloted for two years (since 2004) as one part of the subject Theory of Biology
Teaching Methodologies. In the process of updating the curriculum in 2006, the designers were
able to show the need for the course and to show its effectiveness, (based mainly on positive
feedback from students). The course then became a compulsory credit course for 4 th-year preservice teachers of biology. However, the course has not yet achieved the capacity to deliver
students who can design biology courseware for e-learning modality/delivery. The course faces
the challenge of poor or unstable Internet connectivity in many remote areas in Viet Nam, as
well as the still unchanging paradigm in Viet Nam that biology lessons are mainly written and
delivered conventionally, through face-to-face teaching-learning activities.
References
Nguyen, T. V. and Nguyen, H. V. 2006. The Peer Coaching Program at Hanoi University of Education.
Nguyen, H. V. 2009. Developing ICT skills for pre-service teachers of Biology, Doctoral
Thesis, Hanoi National University of Education.
Sarr, M. and Tchameningamo, S. 2010. ICT Integration In biology. African Virtual University.
Websites:
http://oer.avu.org/bitstream/handle/123456789/66/ICT%20Integration%20in%20Biology.
pdf?sequence=1
http://www.hnue.edu.vn/Default.aspx?alias=www.hnue.edu.vn/eng
http://www.avu.org/Certificate/Diploma/ict-integration-education-option biology.html
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UNESCO Bangkok
Asia and Pacific Regional Bureau for Education
United Nations
Educational, Scientific and
Cultural Organization